ERIC Number: ED256310
Record Type: RIE
Publication Date: 1985-Jan
Varied Self-Paced Micro-Computer Based Instructional Programs for Addressing Individual Differences when Acquiring Different Levels of Instructional Objectives.
Dwyer, Francis; And Others
The effects of three types of pacing in microcomputer-based instructional programs were examined by evaluating learning competency on five achievement tests ranging in difficulty from memorizing facts to solving problems. Subjects were 100 first-term freshmen enrolled at Ohio State University who completed a microcomputer program on heart physiology. Pacing levels were either: the self-paced program; an externally paced program, based on normal reading speed, plus cognitive processing time; an externally paced program, based on normal reading speed, without cognitive processing time; and the control group. (This group took the five tests, but received no instruction.) The learning tasks included a list learning task; a spatial learning task with cued-recall; a simple concept learning task; a complex concept learning task; and a spatial learning problem with free recall. Overall time to complete the instructional programs by each student was recorded, as well as the number of options for feedback on each subject working through the programs. Results favored moderate levels of external pacing. It was concluded that permitting students to interact in a totally self-paced instructional environment may not be the most effective method for facilitating student achievement for all types of microcomputer instruction. Eighteen references are listed. (LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Anaheim, CA, January 17-23, 1985). For entire proceedings, see IR 011 621.