Programed instruction and teaching machines

Educational technology research and development -     

进行教学创新培养创新人才

创新教育是依据创造规律开发学生创造力、培养创造型人才的新型教育。学校的中心工作是教学,因此职业技术院校在教学领域进行教学创新是提高学生全面素质、培养创新人才的关健环节。 进行教学创新,首先要解放思想、事实求是,要更新教学观念,确立与我国经济和社会发展、与职业教育相适应的     

在两用人才培训中计算机应用课程的教学实践

军地两用人才培养是一种特殊的成人教育,一直受到各级党委、部队、政府和有关院校的重视.近年来,笔者参加了学校军民共建单位,解放军某部两用人才培训基地的<计算机应用基础>课的教学工作,先后共举办培训班10期,每期1个月,培训解放军战士600余人.     

坚持产学研合作 培养应用型人才

对学校在产学研合作培养应用型人才、探索校企零距离对接的新模式方面所取得经验进行了总结与提炼,旨在推进我国高职高专教育的产学研向纵深发展。     

Situating knowledge in learning and instruction: Unanswered questions and future directions

Within this article, we, as novice researchers in the field of educational psychology, take on the charge of delineating questions that appear unanswered in the massive body of knowledge research. In addition, we forward chartings for future research on knowledge pertaining specifically to its impact on learning and instruction.     

The use of informational feedback in instruction: Implications for future research

The use of informational feedback has long been advocated and verified as being an important part of learning. Many studies have been conducted to examine which variables might affect learning from feedback. The purpose of this review is to examine these studies within various constructs and identify areas that need further investigation and clarification. Feedback is examined from early studies, which viewed the process behaviorally as reinforcement, to present research that advocates an information-processing perspective and an emphasis on error correction. A current model of feedback (Kulhavy & Stock, 1989) is presented as a context for discussion. The issues of response certainty, feedback elaboration, and error analysis are also addressed. Recommendations to future researchers are presented in light of conclusions drawn.When this article was written, she was a Visiting Research Associate at the Center for Educational Technology at Florida State University.     

A Study of Supervised and Nonsupervised Programed Instruction in the University Setting

Abstract

Thin study examined the effects of Interaction with “warm” teachers or “friendly” peer leaders on the scholastic achievement and conformance of underachievers. One experimental group of 28 seventh, ninth and tenth grade underachievers was assigned to “warm” teachers for nine months; each member of a second group of 31 underachievers was paired with a friendly peer leader for four months. Following treatment periods, experimental and control groups were compared on achievement and conformance variables. Significant differences were noted In teachers’ grades, tardinesses and severity of disciplinary offenses for the peer leader treatment and In frequency and severity of disciplinary offenses for the “warm” teacher condition.     

A Comparison of Teaching Machines and Programed Texts in the Teaching of Algebra I

Abstract

The study was conducted at Duquesne University in an attempt to predict graduate quality point averages on the basis of a number of supposedly valid predictive criteria, This university draws most of its students on a local and regional basis.

The major objective was to predict an applicant student's quality point average at the end of his graduate program in education. An attempt was made to demonstrate the relative importance of different variables, and to try to build a regression equation that could serve as the basis for future predictive studies.     

The Relative Effectiveness of Varied Visual Illustrations in Complementing Programed Instruction

In order to discover whether teacher aides can be used effectively to help develop reading readiness in kindergarten children, three groups of three classes each were compared: (1) Group A, no teacher aide, (2) Group B, one teacher aide, (3) Group C, five teacher aides. Under the direction of the teachers, aides worked with children in activities designed to increase reading readiness. There were no initial differences between groups (Metropolitan Readiness Test, Form R), but there were significant differences at the end of one semester in favor of the groups with aides.