The Effects of Computer Generated Schedules on the Performance of Athabasca University Learners. REDEAL Research Report #5. Project REDEAL. Research and Evaluation of Distance Education for the Adult Learner.

Autor/in	Spencer, Robert E.
Institution	Athabasca Univ., Edmonton (Alberta).
Titel	The Effects of Computer Generated Schedules on the Performance of Athabasca University Learners. REDEAL Research Report #5. Project REDEAL. Research and Evaluation of Distance Education for the Adult Learner.
Quelle	(1980), (40 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Students; Computer Oriented Programs; Computer Software; Distance Education; Foreign Countries; Higher Education; Home Study; Scheduling; Time Management; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Computerprogramm; Distance study; Distance learning; Fernunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Disposition; Zeitmanagement; Kanada
Abstract	A post hoc analysis was conducted of a computer-based prototype designed to generate individualized study schedules for learners enrolled in two home study courses at Athabasca University. The project sought to determine the use of such a prototype in home study courses and its effect on completion rates. Learners in the courses were asked if they would like a study schedule generated for them. Results showed that, while the majority of learners elected to receive an individualized study schedule, the learners did not like using the schedules, very few learners used or followed the prescribed schedules, and the schedules were not effective in increasing course completion rates. Problems with interpreting the results resulted from problems in the design and implementation of the project, namely schedules were received after courses started, tutors were not trained to deal with learner excuses and to renegotiate, and tutors did not discuss schedules with learners on a consistent basis. Suggested ways of improving the prototype were: allowing the learner to specify completion dates and associating a contingency with completing tasks on schedule. (A description of the computer program is appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC