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The Effects of Integrating a Learning Strategy into CBI.

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Title: The Effects of Integrating a Learning Strategy into CBI.
Language: English
Authors: Harris, Bruce R.
Peer Reviewed: N
Page Count: 12
Publication Date: 1992
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Comparative Analysis, Computer Assisted Instruction, Feedback, Higher Education, Hypothesis Testing, Instructional Design, Instructional Effectiveness, Interactive Video, Intermode Differences, Learning Strategies, Multiple Choice Tests, Pretests Posttests, Programed Instruction, Recall (Psychology), Time on Task
Geographic Terms: U.S.; Iowa
Abstract: The primary purpose of this study was to examine the effects of replacing multiple-choice questions in tutorial software practice interactions with a learning strategy (i.e., learner-generated summaries) on immediate recall. Subjects were 35 students--32 females and 3 males--from an undergraduate computer course in the College of Education at Brigham Young University (Utah). The intervention for all treatment groups consisted of an interactive videodisk in developmental biology which had been developed using the traditional approach of instructional segment followed by multiple choice questions. Students were randomly assigned to three treatment groups and a pretest was administered. Students in Group 1 then answered multiple-choice questions after each of four instructional modules. In Group 2, students were asked to generate a written summary, which they typed in their own words on the computer, about the information presented in the module. Students in Group 3 were also asked to write a summary of the material just presented to them; however, after they wrote their summaries, they were provided feedback in the form of a system-generated summary of all of the main points in the module and told to compare the system-generated summary with their own. A posttest was administered and students were interviewed to determine whether they had used self-initiated learning strategies in addition to those designed in the interventions. It was found that replacing multiple-choice questions with learner-generated summaries not only did not facilitate immediate recall of the information presented, but reduced the efficiency of the learning process, since students who generated their own summaries took significantly longer to complete the instruction. (33 references) (BBM)
Notes: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.
Journal Code: RIEDEC1992
Entry Date: 1992
Accession Number: ED347992
Database: ERIC
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  Data: The Effects of Integrating a Learning Strategy into CBI.
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  Data: <searchLink fieldCode="AR" term="%22Harris%2C+Bruce+R%2E%22">Harris, Bruce R.</searchLink>
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  Data: N
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  Data: 12
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  Label: Publication Date
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  Data: 1992
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback%22">Feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis+Testing%22">Hypothesis Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Interactive+Video%22">Interactive Video</searchLink><br /><searchLink fieldCode="DE" term="%22Intermode+Differences%22">Intermode Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Programed+Instruction%22">Programed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Iowa%22">U.S.; Iowa</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The primary purpose of this study was to examine the effects of replacing multiple-choice questions in tutorial software practice interactions with a learning strategy (i.e., learner-generated summaries) on immediate recall. Subjects were 35 students--32 females and 3 males--from an undergraduate computer course in the College of Education at Brigham Young University (Utah). The intervention for all treatment groups consisted of an interactive videodisk in developmental biology which had been developed using the traditional approach of instructional segment followed by multiple choice questions. Students were randomly assigned to three treatment groups and a pretest was administered. Students in Group 1 then answered multiple-choice questions after each of four instructional modules. In Group 2, students were asked to generate a written summary, which they typed in their own words on the computer, about the information presented in the module. Students in Group 3 were also asked to write a summary of the material just presented to them; however, after they wrote their summaries, they were provided feedback in the form of a system-generated summary of all of the main points in the module and told to compare the system-generated summary with their own. A posttest was administered and students were interviewed to determine whether they had used self-initiated learning strategies in addition to those designed in the interventions. It was found that replacing multiple-choice questions with learner-generated summaries not only did not facilitate immediate recall of the information presented, but reduced the efficiency of the learning process, since students who generated their own summaries took significantly longer to complete the instruction. (33 references) (BBM)
– Name: Note
  Label: Notes
  Group: Note
  Data: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.
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  Data: 1992
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Feedback
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Hypothesis Testing
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Interactive Video
        Type: general
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Programed Instruction
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Time on Task
        Type: general
      – SubjectFull: U.S.; Iowa
        Type: general
    Titles:
      – TitleFull: The Effects of Integrating a Learning Strategy into CBI.
        Type: main
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            NameFull: Harris, Bruce R.
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              M: 02
              Type: published
              Y: 1992
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