Ron Thorkildsen

Effects of Accountability on Students' Achievement in Mastery Learning

Abstract A teacher-directed, videodisc-based program for teaching fractions to fifth-grade students was used to examine the factor of accountability in mastery learning programs. The videodisc-based instruction was chosen to help minimize differences in instructional materials, instructional time, and instructional delivery. Researchers used a pretest-posttest, two-group design to identify if knowledge of participation in a mastery learning program was related to academic achievement. Ninety-six students in four classes participated in the study. Classes were randomly assigned to two treatments. All students received instruction in fractions via the teacher-directed, videodisc-based Mastering Fractions program. Treatment 1 students (n = 50) knew that they were participating in a mastery learning program and therefore were held accountable for their progress and remediation. Treatment 2 students (n = 46) were not aware that their teacher was using mastery learning principles to determine progression and re...

Videodisc Technology and the Preparation of Special Education Teachers.

Alan M. Hofmeister is Dean of the School of Graduate Studies, Assistant Vice President of Research, Professor of Special Education, Utah State University, Logan, UT 84322. Ron J. Thorkildsen is Adjunct Professor, Department of Instructional Technology, and Business Administrator with Exceptional Childrens’ Center, Utah State University, Logan, UT 84322. instructional technology has affected the fie’d >f speclal education in two ways: (a) through the of hardware and (b) through the application of systems technology. Extensive applications have been noted in the area of systems technology (Blackhurst & ~ofmeister, 1980). The programmatic nature of the IPP process, with its emphasis on specific objectives and monitoring processes, is one example,. in teacher education, extensive use of systems technology is evident in behavioral approaches to program evaluation, structured approaches to instructional procedures, and an emphasis

Interactive Videodisc: Instructional Design of a Beginning Reading Program.

This article provides a general overview of the nature and capabilities of interactive videodisc systems (microcomputer/videodisc), with particular emphasis on their application to learners with special needs. To illustrate current trends in this technology as explored by the project, Interactive Videodiscs in Special Education Technology (IVSET), at Utah State University, the Beginning Sight Reading (BSR) programs are discussed in detail. These programs were designed to investigate three dimensions of instructional technology: (a) its instructional potential; (b) effects of minimal versus extensive remediation; and (c) rate of instruction. To assess the effects of different remedial approaches, two versions of the BSR program were designed: BSR-1 represents extensive remediation; BSR-2 represents minimal remediation. The results of initial BSR field-testing show that the test scores of students in the two remediation groups doubled from pre- to posttest. In addition, the high-remediation group finished 10% faster than the low-remediation subjects. Conclusions and suggestions for future research are presented.

Producing Accessible Video-Based Training on Assistive Technology.

In this article we describe the development of a set of video-based training materials designed to present information on the availability and use of assistive technology (AT). The purpose of the article is two-fold: (a) to briefly describe the instructional materials, and (b) to describe the processes used to make the materials accessible to persons with disabilities. Describing the instructional materials provides information for potential users of the materials, and describing the development process provides information for instructional designers about the decisions made and processes used to make the materials accessible. The materials were designed for use in group training or stand alone training, and for in-service or pre-service2 audiences. Designing accessible training materials in a variety of instructional formats presented a challenge. The materials had to be sufficiently self-explanatory for stand-alone use while providing presentation materials for group-based instruction, in a format that could be used by persons who have visual and/or hearing disabilities. Steps taken to meet this challenge are presented in the article. We also make recommendations for increasing accessibility when developing video-based instructional materials.

Videodisc Levels: A Case Study in Hardware Obsession.

This article reviews a 10 year history of a programmatic line of research on videodisc programs with handicapped and nonhandicapped students in public schools. The review documents a clear trend from programs that were hardware-intensive and concerned with physical individualization and self-pacing to more modest hardware involvement and a concern for enhancing teachers in both group and individual instructional settings. Some of the present instructional applications of videodisc and computer technology in the public schools may be overemphasizing the role of hardware characteristics in the learning process and underestimating their role in increasing access to effective teaching.

Microcomputers in Special Education: Implications for Instructional Design

The development of computer-assisted and computer-managed instruction involves a number of instructional design issues. The implications of these instructional design issues for special eduction populations are discussed. Reference is made to algorithmic and heuristic procedures, individual rate of learning, feedback, and instructional task hierarchies.