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Instructional Control Strategies and Content Structure as Design Variables in Concept Acquisition Using Computer-Based Instruction.
Peer reviewed Peer reviewed
Tennyson, Robert D. – Journal of Educational Psychology, 1980
For college students learning concepts, the advisement condition resulted in better performance than the learner control condition and needed less instructional time than the adaptive control condition. Results also indicated that students given concepts simultaneously performed better and needed less instruction than those who received concepts…
Descriptors: Computer Assisted Instruction, Concept Formation, Concept Teaching, Content Analysis
Content Structure and Instructional Control Strategies as Design Variables in Concept Acquisition.
Peer reviewed Peer reviewed
Tennyson, Carol L.; And Others – Journal of Educational Psychology, 1980
Senior high students who were given concepts simultaneously learned more than those who received concepts successively. A second variable, instructional control strategy, contrasted an adaptive (computer-assisted) control strategy with learner control. Performance was above the criterion level for the adaptive condition, but below it for learner…
Descriptors: Computer Assisted Instruction, Concept Formation, Concept Teaching, Content Analysis