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Uses and effects of learner control of context and instructional support in computer-based instruction

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Abstract

The present study examines uses and effects of learner-control of the context or theme of practice examples on a statistics lesson in combination with learner control of the number of examples examined. Subjects were 227 undergraduate students assigned to 15 treatments formed by crossing five context conditions (learner control, education, business, sports, no-context) with three instructional support conditions (learner-control, maximum, minimum). No differences in achievement were attained as a function of either treatment variable. Findings showed, however, that learners who received preferred contexts (i.e., learner-control-context subjects) selected a greater number of examples than those who received prescribed contexts. In addition, achievement was positively related to the frequency with which subjects varied the number of examples selected across lessons. Despite the absence of achievement benefits, the learner-control-context strategy elicited highly favorable student reactions as a learning orientation.

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Authors and Affiliations

  1. the Foundations of Education department, Memphis State University, 38152, Memphis, TN

    Steven M. Ross

  2. the Curriculum and Instruction Department, Memphis State University, 38152, Memphis, TN

    Gary R. Morrison & Jacqueline K. O'Dell

Authors
  1. Steven M. Ross
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  2. Gary R. Morrison
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  3. Jacqueline K. O'Dell
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Ross, S.M., Morrison, G.R. & O'Dell, J.K. Uses and effects of learner control of context and instructional support in computer-based instruction. ETR&D 37, 29–39 (1989). https://doi.org/10.1007/BF02307719

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