Instructional Control Strategies and Content Structure as Design Variables in Concept Acquisition Using Computer-Based Instruction.

Tennyson, Robert D.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ235513

Record Type: Journal

Publication Date: 1980-Aug

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Instructional Control Strategies and Content Structure as Design Variables in Concept Acquisition Using Computer-Based Instruction.

Tennyson, Robert D.

Journal of Educational Psychology, v72 n4 p525-32 Aug 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 successively. (Author/GDC)

Descriptors: Computer Assisted Instruction, Concept Formation, Concept Teaching, Content Analysis, Higher Education, Instructional Development, Pacing, Sequential Learning, Student Role, Teaching Methods, Time Factors (Learning)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A