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• W2411515529 abstract "In light of the significance of the tutorial as an introduction to the computer for many new users, it is important to understand how we can develop effective instructional material. The purpose of this study is to determine if we can use findings from research in programmed instruction to develop online tutorials, and to determine if students learn more using computer-assisted instruction than programmed instruction.The tutorial designed for this study teaches elements of the BASIC programming language and simple editing procedures on the IBM Personal Computer. The independent variables are step size, response mode, and medium; and the dependent variables are success rate, posttest score, and completion time. Forty students at a 4-year liberal arts school completed the hardcopy version of the tutorial, and 40 students from a 4-year technological school completed the online version of the tutorial. An additional 16 students from the liberal arts school also completed the online tutorial.As hypothesized, active, constructed responses have a significantly greater affect on participants' learning of the instructional material (as measured by posttest scores) than passive, multiple-choice responses. Findings also show that participants who complete the small step size versions of the tutorials have a greater success rate (answer more questions correctly as they go through the tutorial) than those who complete the large step size tutorials. There is no corresponding relationship, however, between step size and posttest scores. In other words, participants who complete the large step size versions of the tutorial score just as high on the posttest as those who complete the small step versions.Results also indicate that in this study, for the instructional material tested, participants who complete the online version of the tutorial score higher on the posttest than those who complete the hardcopy tutorial. The online tutorial also takes participants longer to complete than the hardcopy version; however, the difference in time is not due to the effect of the medium alone. It is the result of an interaction effect of medium and step size. Finally, this study indicates that participants rate both the online and hardcopy tutorials about the same in how much they like the tutorial and how effective they think it is as a teaching tool. Future research directions and implications are discussed." @default.
• W2411515529 created "2016-06-24" @default.
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• W2411515529 date "1986-01-01" @default.
• W2411515529 modified "2023-09-27" @default.
• W2411515529 title "The effect of medium, step size, and response mode on learning in programmed instruction and computer-assisted instruction (cai, online information, text, documentation)" @default.
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