查詢結果分析
相關文獻
- Who Should Control the Interactivity of Instruction?--Issues in Learner Control
- 以網路為主的教學環境 (Web-Based Instruction) 內涵及規劃原則
- 情境教學中教師教學歷程之俗民誌研究
- 科技文獻課程教學探析:以專利單元為例
- 教學媒體新科技
- 國教九年一貫科技領域的課程、教學與評鑑
- 訓練經理人做些什麼﹖--國際標準委員會對於訓練經理人所需能力的全球性研究
- Book Review: The Challenge of Internet Literacy: The Instruction-Web Convergence. Edited By Lyn Elizabeth M. Martin. New York: Haworth Press, 1997. 254p. ISBN 0-7890-0346-5 (paper).
- Book Review: The Upside of Downsizing: Using Library Instruction to Cope. Cheryl LaGuardia, Stella Bentley, and Janet Mantorana, eds. New York: Neal-Schuman, 1995. 208 p. ISBN 1-55570-217-1.
- The Attitudes of School Teachers and School Library Media Specialists Toward the Instructional Role of the School Library Media Specialist
頁籤選單縮合
題 名 | Who Should Control the Interactivity of Instruction?--Issues in Learner Control |
---|---|
作 者 | 徐新逸; | 書刊名 | 教育資料與圖書館學 |
卷 期 | 31:1 1993.09[民82.09] |
頁 次 | 頁1-16 |
分類號 | 521.53 |
關鍵詞 | Instruction; Interactivity; Learner control; |
語 文 | 英文(English) |
英文摘要 | The purpose of this study was to investigate the effectiveness of the type of in-structional control (program vs. learner) In a CAI sequence on task performance,self-efficacy, attitudes, and time on task during procedural learning. The inves-tigation also included an examination of the impact of academic ability and genderon the variables described above. Two major issues guided this investigation: 1)The effects of control with respect to the composite of outcome variables includingpost-test performance, self-efficacy, attitudes and time on task; and 2) differences instudents' performance score and instructional time on task after accounting for sub-jects' academic ability and gender. The results of the analyses showed a signifi-cant difference between the learner-and program-control group with respect to thecomposite dependent variables of performance, score, pre-and post-instruction self-efficacy, attitudes and time on task (p<.001). Follow-up analyses each revealed asignificant difference between the two groups on performance score ( p <.05) andtime on task (p<.001) indicating that learner-control group demonstrated superiorperformance and used more time for instruction than the program controlgroup. Separate 2X2X2 ANOVAs were also conducted for the performancescore and time on task. The results of the analyses for the performance score re-sulted in a significant main effect of the gender (p<.05) and 3-way interaction(group X academic ability X gender) (p<.05). Follow-up analyses indicated thatfemales outperformed males and that high academic-ability males under the learn- er control performed best among all gender-ability combination groups and high academic-ability males under the program control performed poorest ar.iong allgender-ability combinations. All high ability subjects performed best under learner-control instruction. As to time on trsk, only a main effect of group wasobtained (p<.001) replicating the earlier results that the learner control group tookmore time during the instruction than the program control. |
本系統中英文摘要資訊取自各篇刊載內容。