Effects of cooperative versus individual learning and orienting activities during computer-based instruction

被引:11
作者
Cavalier, JC [1 ]
Klein, JD
机构
[1] Mesa Community Coll, Mesa, AZ 85202 USA
[2] Arizona State Univ, Tempe, AZ 85287 USA
来源
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | 1998年 / 46卷 / 01期
关键词
D O I
10.1007/BF02299826
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The purpose of this study was to investigate the effect of implementing cooperative versus individual learning and orienting activities during computer-based instruction (CBI). Cooperative dyads and individuals worked through a CBI earth science program that contained either instructional objectives, advance organizers, or MO orienting activities. Results indicated that students who received instructional objectives performed significantly better on intentional posttest items than students who received either advance organizers or no orienting activities. Results also revealed that dyads that received objectives exhibited significantly more on-task group behaviors, more helping behaviors, and fewer off-task behaviors than dyads in the other orienting activity conditions. Furthermore, learning strategy influenced time on task; individuals spent significantly more time on instruction and practice than cooperative dyads. Implications for CBI developers are explored.
引用
收藏
页码:5 / 17
页数:13
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