Advances in Computer-based Education

Alpert, D.; Bitzer, Donald L.

doi:10.1126/science.167.3925.1582

Cited by 147 publications

(53 citation statements)

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“…This does not support previous research (Alpert & Bitzer, 1970;Fredericks, 1976) which suggests that program control is more time-consuming, but supports the findings reported by Lahey (1978) andLaheyetal. (1978).…”

Section: Discussioncontrasting

confidence: 94%

“…Results of studies that investigated the efficiency of learners on computer-assisted tasks which provided instructional control, however, have also been mixed. Research has found that providing learner's control of instruction was a more efficient strategy (Alpert & Bitzer, 1970;Fredericks, 1976), more time consuming (Goetzfried & Hannafin, 1985), or was seen to make no difference (Lahey, 1978;Lahey et al, 1978).…”

Section: Research On Learner-controlmentioning

confidence: 99%

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Editor¹

1992

CJLT / RCAT

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Section: Discussioncontrasting

confidence: 94%

Section: Research On Learner-controlmentioning

confidence: 99%

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Editor¹

1992

CJLT / RCAT

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“…The pragmatic motivation grew from the keen recognition of the need for quality CAl in a medical environment. This has been well articulated by other authors (Alpert & Bitzer, 1970;Brigham & Kamp, 1973;Hagamen, Linden, Leppo, Bell, & Weber, 1973;Pengov, Note 1). The systems described and praised by these authors, however, require multimillion-dollar hardware such as the Control Data Cyber 70 or IBM Series 370 computer systems, which are far too expensive for small institutions.…”

Section: Motivation For the Designmentioning

confidence: 60%

AVID: An intelligent CAI system for small computers

Scholz

Snow

1978

Behav. Res. Meth. Instru.

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A computer-assisted instruction (CAl) system which includes facilities for interactive graphics and for limited natural language processing has been implemented on a DEC PDP-ll minicomputer. Lesson authoring aids permit inexperiencedauthors to create lessons with ease and permit transporting lessons to and from other systems. The system supports eight simultaneous independent users and provides facilities for student performance evaluation and record management. AVID (an acronym for Academic and VocationalInteractive Dialog) is a general-purpose system for Computer-Assisted Instruction (CAl) implemented on the Digital Equipment Corporation (DEC) PDP-II under the RT-11 operating system. Although AVID was developed in a medical environment, it has been designed for application to a wide range of academic or vocational education needs. The system design has been directed toward three primary goals: to provide maximum responsiveness to student needs, permit lesson development by inexperienced authors, and keep hardware costs to a minimum.Responsiveness to student needs is provided by a natural language question-answering facility. The facility permits a student to enter a query as a simple English question in order to locate curricular material located anywhere in the system's data base. Lesson development is eased by providing an authoring option in which the dialogue is system driven (e.g., the entry of each component of the lesson is prompted). This facility permits a content-area expert with little or no computer experience to generate quality lessons with a minimum of training. CAl system costs are kept to a minimum by designing AVID to run on a small minicomputer rather than timesharing on a full-sized computer . AVID could service several terminals on a system as small as a

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“…These arguments have been made for the computer-assisted approaches used by ADL for the last 40-50 years (e.g., Alpert and Bitzer (1970), Atkinson (1968), Coulson (1962), Galanter (1959), and Suppes (1966)). They have been repeatedly validated by empirical research and practical experience.…”

Section: Evidence: Research and Development (Randd) Foundationsmentioning

confidence: 99%

Research Foundations for the Advanced Distributed Learning Initiative

Fletcher¹

2010

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Executive SummaryThe Advanced Distributed Learning (ADL) Initiative was established by the Office of the Undersecretary of Defense for Personnel and Readiness (OUSD(P&R)) in 1997. Its purpose was to assist the military Services in making "learning" (education, training, and performance/decision aiding) available on-demand, anytime and anywhere."Learning" in ADL is used as a catch-all designator for education, training, and performance/decision aiding. "Distributed" in ADL signifies learning that can be provided in classrooms with a teacher present, in the field linking together widely dispersed instructors and students, or standing alone with no instructor other than the computer itself. "Advanced" in ADL implies affordable, interactive, adaptive, on-demand instruction delivered using computer technology so that it is available anytime, anywhere.Empirical research, available as early as the 1960s, suggested the feasibility of ADL and its goals. It has shown that:• Individualized, tutorial 'learning' (including individualized performance/decision aiding) can be provided affordably by technology-based learning.• Technology-based learning can be more effective and can produce greater return on investment than conventional instructional approaches across many instructional objectives and subject matters.• Technology-base learning allows education, training, performance aiding, and decision aiding to be delivered on platforms ranging from hand-held devices, to desk-top computers, to capabilities embedded in operational equipment.Statistical findings from this research may be summarized by a "Rule of Thirds." It states that application of technology-based learning can reduce the cost of instruction by about one-third. Additionally it can either reduce instructional time to reach instructional goals by about one-third, or increase the skills and knowledge acquired by about onethird while holding instructional time constant.The long-term vision for ADL is an extrapolation from such developments as portable, increasingly accessible computing, the global information infrastructure, modular object-oriented architectures, and natural language processing. The march toward devices that might be described as personal learning associates seems inevitable. These devices will act as personal accessories. They will respond on demand to requests for education, training, and performance aiding by assembling relevant objects from the global infrastructure and engaging the user in guided conversations to enhance the iv knowledge and skills and/or problem solving capabilities of individuals and/or groups of dispersed individuals whose devices are wirelessly linked together.v

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Advances in Computer-based Education

Cited by 147 publications

References 2 publications

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AVID: An intelligent CAI system for small computers

Research Foundations for the Advanced Distributed Learning Initiative

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