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ERIC Number: ED305903
Record Type: RIE
Publication Date: 1988-May
Pages: 13
Abstractor: N/A
Autonomous Classroom Computer Environments for Learning. Progress Report and Annotated Bibliography.
Linn, Marcia C.
This document provides both a brief progress report for the Autonomous Classroom Computer Environments for Learning (ACCEL) project and an annotated bibliography of publications from this project, the Computers and Problem Solving Project, and other recent publications from the ACCCEL (Accessing the Cognitive Consequences of Computer Environments for Learning) project and the ARP (Adolescent Reasoning Project). Two major project activities are described. One of the activities consisted of designing expert solutions to computer programming problems in order to communicate the techniques used by experts to solve programming problems. Designed to evaluate the effectiveness of these expert solutions, the other activity consisted of contrasting three educationally defensible alternatives for using these approaches and assessing the relative effectiveness of these approaches in 14 pre-college classrooms. The findings of this assessment are reported: students either completed all three activities or one of the three; there were significant differences between the three different conditions for using the expert solution; and students learned more about programming when they participated in all activities from writing the program to reading the expert solution. Relationships between performance on the case study and the instructional provisions in the classroom were also assessed, and three factors were found to contribute to student learning: (1) access to computers; (2) feedback on student work; and (3) individual and small group assistance by the teacher. The project report contains four references, and the annotated bibliography contains 35 references. (EW)
Publication Type: Reference Materials - Bibliographies; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: California Univ., Berkeley. School of Education.