Adaptive Design Strategies for Selecting Number and Presentation Order of Examples in Coordinate Concept Acquisition.

Autor/inn/en	Park, Ok-Choon; Tennyson, Robert D.
Titel	Adaptive Design Strategies for Selecting Number and Presentation Order of Examples in Coordinate Concept Acquisition.
Quelle	(1979), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Computer Assisted Instruction; Concept Formation; Concept Teaching; Educational Research; Educational Strategies; High School Students; Instructional Design; Mastery Learning; Sequential Learning; Serial Ordering; Speeches + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Concept learning; Begriffsbildung; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Didaktische Sequenzierung; Lernsequenz; Ordnen; Ordnungsstruktur; Ordnungssystem
Abstract	A total of 132 volunteer 10th and 11th grade students participated in an experiment to investigate two variables of computer-based adaptive instructional strategies for concept learning. The first variable tested the hypothesis that selection of number of examples according to on-task information is more efficient than selection according to pre-task information or pre-task plus on-task information. Data analysis showed that the on-task information condition needed significantly less instructional time and fewer instructional examples than either of the other two conditions. The second variable contrasted response-sensitive strategy with a response-insensitive strategy to determine the presentation order of examples within rational sets. Results showed that students in the response-sensitive group not only performed better but also needed less on-task learning time and fewer examples than the response-insensitive group. (Author/CMV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01