The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction.

Yoon, Gwan-Sik

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Peer reviewed

ERIC Number: EJ485318

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0047-2395

EISSN: N/A

Available Date: N/A

The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction.

Yoon, Gwan-Sik

Journal of Educational Technology Systems, v22 n4 p357-70 1993-94

Describes a study of Korean elementary school students that was conducted to investigate the effects of differing types of instructional control strategies and cognitive style on achievement in arithmetic skills using computer-assisted instruction. Hypotheses tested are discussed, time on task is investigated, and future research is suggested. (Contains 46 references.) (LRW)

Descriptors: Analysis of Variance, Arithmetic, Cognitive Style, Computer Assisted Instruction, Elementary Education, Elementary School Mathematics, Foreign Countries, Hypothesis Testing, Learner Controlled Instruction, Pretests Posttests, Prior Learning, Research Needs, Time on Task

Publication Type: Information Analyses; Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: South Korea

Identifiers - Assessments and Surveys: Childrens Embedded Figures Test

Grant or Contract Numbers: N/A

Author Affiliations: N/A