Instructional control strategies and content structure as design variables in concept acquisition using computer-based instruction

Robert D. Tennyson

Research output: Contribution to journalArticle

82 Scopus citations

Abstract

Studied 135 undergraduates to investigate 2 instructional design variables directly related to concept learning. The 1st variable, management strategy, tested the hypothesis that advising Ss of their learning need in relationship to acquisition of a task at a given criterion would be more effective than adaptive control or learner control strategies. Data analysis showed that the advisement condition resulted in better performance than the learner control condition and needed less instructional time and fewer instructional instances than the adaptive control condition. The 2nd variable contrasted 2 forms of content structure used in learning coordinate concepts. Ss given concepts simultaneously performed better on the posttest and needed less instruction than those who received concepts successively. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)525-532
Number of pages8
JournalJournal of Educational Psychology
Volume72
Issue number4
DOIs
StatePublished - Aug 1 1980

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Keywords

  • content structure, concept acquisition using computer based instruction, college students
  • management strategy &

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