Michael J. Hannafin

Guidelines for using locus of instructional control in the design of computer-assisted instruction

Computers offer a variety of instructional control options to designers of computer-assisted instruction. However, the amount and type of instructional control is affected by both the nature of the learning task and learner characteristics. The purposes of this paper are to present empirical evidence on locus of instructional control, and to present guidelines for determining learner versus lesson control in computer-assisted instruction.

Cooperative CBI: The Effects of Heterogeneous versus Homogeneous Grouping on the Learning of Progressively Complex Concepts.

This study compares the achievement of high and low ability eighth-grade students working cooperatively during computer-based instruction. Students were grouped either homogeneously or heterogeneously on ability, and received identical instruction on a fictitious rule-based arithmetic number system. No significant differences in achievement were found between the two grouping methods. However, the mixed ability treatment substantially improved the achievement of the low ability students without an accompanying significant reduction in the achievement of the high ability students. The results indicate that designers and teachers may have little to risk in terms of achievement, but potentially much to gain in socialization and interaction, by cooperative heterogeneous grouping during computer based instruction.

Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Parts I and II

Although considerable research has been published concerning learning and cognition in general, little impact has been reported on the design of computer-based instruction (CBI). In addition, CBI designs have been influenced negatively by technocentric perspectives, where technological capabilities dictate lesson activities, rather than a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Attempts to extrapolate the relevance of non-CBI research and theory to advance a comprehensive and integrated view of the design of CBI have been rare. An integrated meta-model derived from both CBI and non-CBI research and theory is presented in this article.

The Effects of Word Processing on Written Composition.

AbstractIn the present study, the effects of a year-long word processing program on holistic writing skills were examined. Learners in the treatment group used a word processor three times per week to complete writing assignments. Students in the control group used conventional pen- and-paper writing techniques to complete their writing assignments. An analysis of writing samples taken upon completion of this study suggested that word processing alone was of little consequence for able learners, hut proportionately most effective for low-achieving students. These effects were found despite logistical problems encountered during the study that probably precluded more dramatic results.

The effects of progressive interactivity on learning from interactive video

The effects of systematically varied interactivity on learning from interactive video were studied. A total of 98 high-school students served as subjects. Four increasingly interactive versions of instruction were used. After receiving the instruction, students took a 23-item recall test. Recall was significantly affected by the amount and type of interactivity provided. The fully interactive version yielded the greatest recall but took longer to complete than any of the other presentations. Time to complete the instruction was shortest, and the resulting rate of learning was greatest, for the simple linear video presentation.

Empirical Issues in the Study of Computer-Assisted Interactive Video.

Interactive instructional technologies, such as computer-assisted interactive video, appear to offer unique capabilities. However, little research exists to support the instructional applications of interactive video. The purposes of this paper are: a) to evaluate the relevance of existing research in the component technologies to interactive video; b) to describe several important assumptions and issues associated with the use of interactive video; and c) to propose a propositional framework for use in the study of computer-assisted interactive video.

A Framework for Incorporating Orienting Activities in Computer-Based Interactive Video.

A good deal of research has been published concerning the effects of orienting activities on learning. Orienting activities include advance organizers, embedded pre-questions, behavioral objectives, as well as other strategies designed to prepare the learner for instruction. This paper focuses on the presumed functions of orienting activities and the implications of such functions for the design of computer-based interactive video. In addition, the application of empiricallyfounded principles in the design and production of computer-based interactive video is described.

The Effect of the Locus of CAI Control Strategies on the Learning of Mathematics Rules

This study examined the effects of the locus of three computer-assisted instruction (CAI) strategies on the accuracy and efficiency of mathematics rule and application learning of low achieving seventh grade students. The three CAI treatments were an externally controlled adaptive strategy, an individually based learner control with advisement strategy, and a linear control design strategy. Effects were examined for CAI strategy, prior achievement, and sex of student. Significant differences were found for prior achievement and the prior achievement by scale interaction, with the below average group demonstrating better rule recall and proportionately greater application scores than low students. The linear control strategy, however, required less time to complete and resulted in more efficient learning.

The effects of variations in lesson control and practice on learning from interactive video

The purpose of this study was to examine the effects of variations in lesson control and practice on the learning of facts, procedures, and problem-solving skills during interactive video instruction. Subjects were volunteers from graduate and advanced level undergraduate college classes. The instructional content was a 30-minute videotape. “Project Lifesaver,” which was designed to introduce cardiopulmonary resuscitation [CPR]. Students were randomly assigned to one of three instructional control groups: designer control, learner control, and linear control. A posttest was administered to assess learning of facts, procedures, and problem-solving skills. The results indicated that there were [1] significant differences between practiced and non-practiced information; [2] significant differences on posttest scores among various lesson control groups; and [3] a significant interaction between practice and type of learning.

Variables affecting the legibility of computer generated text

The effects of three text layout variables—justification, line length, and leading, are examined. Text presented on computer display terminals is read faster when the text is left justified, characters are small, and lines are long and separated by blank space. Although each of the variables affects the efficiency of reading text and may also have affective consequences, the overall effect of each on learning outcomes may be negligible.