Abstract
Some studies of computer-assisted instruction have shown that when students control the amount of instruction they receive, they often terminate too early and fail to learn what they should. While sophisticated adaptive systems may eliminate the problem of premature termination of study, they neglect the important goal of learner responsibility. These researchers were interested in whether giving learners information about their achievement in relation to the criterion during instruction would improve learning in both learner-controlled and program-controlled systems. Success was measured in terms of posttest scores, time on task, and number of instructional examples required during instruction.
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Reference Notes
Bunderson, C. V.Team production of learner-controlled courseware: A progress report (ICUE Technical Report No. 1). Provo, Utah: Institute for Computer Uses in Education, May 1973.
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Tennyson, R.D., Buttrey, T. Advisement and management strategies as design variables in computer-assisted instruction. ECTJ 28, 169–176 (1980). https://doi.org/10.1007/BF02765363
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DOI: https://doi.org/10.1007/BF02765363