ERIC Number: ED200777
Record Type: RIE
Publication Date: 1981-Apr
Transitioning Learning Strategies Research into Practice: Focus on the Student in Technical Training.
McCombs, Barbara L.
A four-year research program was conducted on the application of learning strategies in the context of computer-based military training. It entailed an effort to define student learning strategies and skill training needs, evaluation of instructional procedures, and development of training products. Learning strategies and skill maintenance strategies likely to have the most payoff in military technical training were identified. This was done by means of an analysis of student test scores and attrition rates, a literature review, and student interviews. Methodologies appropriate for identifying the segments of the student population most in need of specific types of skill training were determined. This was done through analysis of relevant literature, discussions with students and instructors, and analysis of available empirical data. Appropriate evaluation criteria and research designs to apply in an instructional context where practical benefits are judged in terms of increased student efficiency were developed. These included measuring changes in skills, behaviors, attitudes, and course performance. Assumptions about the generalizability of these research findings were made. (A related report focusing on the role of the technical training instructor as a learning strategies expert is available separately through ERIC--see note.) (MN)
Descriptors: Cognitive Style, Computer Assisted Instruction, Educational Needs, Educational Research, Educational Strategies, Evaluation Criteria, Instructional Materials, Material Development, Military Training, Needs Assessment, Research Design, Research Utilization, Skill Development, Student Needs, Students, Teaching Methods, Technical Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 1981). For a related document see CE 028 567.