Peer reviewedERIC Number: EJ442339
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Effects of Learner-Control versus Program-Control Strategies on Computer-Aided Learning of Chemistry Problems: For Acquisition or Review?
Lee, Seong-Soo; Lee, Y. H. K.
Journal of Educational Psychology, v83 n4 p491-98 Dec 1991
The assumption that learners are the best judges of learning needs in computer-assisted instruction was tested by assigning 55 eleventh graders to learner-control or program-control conditions. Results indicate that efficiency of the learner-control strategy cannot be taken for granted and emphasize the importance of prior knowledge. (SLD)
Descriptors: Autoinstructional Aids, Chemistry, Comparative Analysis, Computer Assisted Instruction, Grade 11, High School Students, High Schools, Instructional Effectiveness, Knowledge Level, Learner Controlled Instruction, Learning Processes, Metacognition, Prior Learning, Problem Solving, Review (Reexamination)
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
