Author: Owen Madison LeePublisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 212
Book Description
The effect of type of feedback on rule learning in computer based instruction
Author: Owen Madison LeePublisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 212
Book Description
The Effects of Two Types of Feedback, Feedback Display Time and Provision for Background Color Selection on Rule Learning in Computer Assisted Instruction
Author: Pradip Kumar BaratPublisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 184
Book Description
The effects of feedback and second try in computer-assisted instruction for a rule-learning task
Author: Yi Jen Doris LeePublisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 364
Book Description
The Effect of Learning Style and Type of Feedback on the Achievement of Pre-service Teachers in a Computer-based Lesson
Author: Gregory Colin SalesHandbook of Research on Educational Communications and Technology
Author: David H. JonassenPublisher: Taylor & Francis
ISBN: 0805841458
Category : Education
Languages : en
Pages : 1195
Book Description
This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
Strategies of Computer-based Instructional Design
Author: Dudley J. TerrellPublisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 72
Book Description
Technical Report
Author: Learning From Media 2nd Ed.
Author: Richard E. ClarkPublisher: IAP
ISBN: 1617358126
Category : Education
Languages : en
Pages : 276
Book Description
Richard Clark’s observation that “…media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” is as misunderstood today as it was when first published in the Review of Educational Research in 1983. The convincing if little read scientific evidence presented by Clark has divided the field and caused considerable concern, especially among the providers of newer media for learning. A collection of writings about the “media effects debate,” as it has come to be called, was published in 2001. Edited by Clark, Learning From Media was the first volume in the series “Perspectives in Instructional Technology and Distance Education.” The series editors are convinced that the writings of Clark and those who take issue with his position are of critical importance to the field of instructional technology, Thus, a revised, second edition of Learning From Media is now being offered. The debate about the impact of media on learning remains a fundamental issue as new mediated approaches to teaching and learning are developed, and Clark’s work should be at the center of the discussion. The critical articles on both sides of this debate are contained in Learning From Media, 2nd Edition.
The Effects of Immediate and Delayed Feedback on the Retention of Factual and Rule Learning
Author: Arthur S. TabachneckPublisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 188
Book Description
Testing Times
Author: Gordon StobartPublisher: Routledge
ISBN: 1134137028
Category : Education
Languages : en
Pages : 396
Book Description
Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: intelligence testing learning skills accountability the ‘diploma disease’ formative assessment Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.