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| Design of Effective Computer-Based Instruction |
| Monday, May 30, 2005 |
| 9:00 AM–9:50 AM |
| Williford B (3rd floor) |
| Area: EDC |
| Chair: Jared A. Chase (University of Nevada, Reno) |
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| Computer-Based Independent Learning by Low Functioning Students |
| Domain: Service Delivery |
| KARL W. SMITH (Accelerations Educational Software) |
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| Abstract: Teaching students with autism and other learning disabilities frequently requires intensive and expensive one-on-one instruction to be effective. Comparatively inexpensive computers and software could offer a way to deliver more education to these students if the software is designed to enable independent use. Almost no commercially available software currently exists that allows independent effective teaching of students that normally require one-on-one instruction.Behavioral psychology in particular has demonstrated effective methods of instruction of even extremely uncooperative and difficult to educate children and students. The methods require the instructor to adapt to the specific learning needs of the student and use careful control of stimuli, reinforcements, and task to accommodate learning. The instructor collects data continuously or on a probe basis to determine the effectiveness of instruction and make adjustments accordingly. Since the methods are data driven and with the computer’s ability to deliver phenomenally stimulating reinforcement, at least some of teaching can be emulated by software.This presentation will discuss methods of creating software to allow most low functioning students to become independent learners and will show one product designed for these students. |
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| Differential Effects of Elaborate Feedback and Basic Feedback on Student Performance in a Modified PSI Course |
| Domain: Applied Research |
| JARED A. CHASE (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
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| Abstract: A prevalent concern facing collegiate educators of large enrollment courses is an inability to provide immediate and personalized feedback to each of their students. With recent advances in technology, this no longer needs to be the circumstance. Many large enrollment courses use web-based technology that offers immediate computerized feedback. However, this feedback is often of a basic sort (e.g., correct or incorrect). The purpose of the current investigation was to provide and to assess the effects of immediate, elaborate feedback relative to immediate, basic feedback on student performance. Four groups from an introductory psychology course participated in the study. Group A received only basic feedback on all quizzes. Group B received elaborate (e.g., specific to each question and conceptual) feedback on all quizzes. Groups C and D received both conditions of basic and elaborate feedback counterbalanced across groups. Response accuracy on identical questions randomly selected for the midterm and the final were evaluated both within- and between-groups. This presentation will provide an overview of the method and results of the study. In addition, findings and implications for future applications will be discussed. |
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