Review of the Response Mode Issue

Tobias, Sigmund

doi:10.3102/00346543043002193

Cited by 29 publications

(10 citation statements)

References 22 publications

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“…More to the point, evidence suggests that cued recall study tasks may be more effective than recognition study tasks in CAL. Previously, in programmed instruction, a general superiority for cued recall (usually constructed response) over recognition study tasks (usually multiple-choice) has been reported, but mainly with unfamiliar or difficult content and on recall but not recognition posttests (Tobias, 1973;Williams, 1963Williams, , 1965Williams, , 1966. These results from programmed instruction (which depends on small, successful steps) should not be over applied to CAL (with larger conceptual chunks), but do suggest the possibility that constructed-response study tasks may be more effective than multiple-choice study tasks in CAL, at least for recall outcomes with difficult content.…”

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confidence: 99%

The Effectiveness of Constructed-Response and Multiple-Choice Study Tasks in Computer Aided Learning

Clariana

2003

Journal of Educational Computing Research

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This study compares the effectiveness of multiple-choice (MC) and constructed-response (CR) study tasks both with feedback. Graduate students (n = 46) completed a computer-delivered vocabulary lesson on instructional design terms followed by cued recall and recognition posttests. The CR study task was significantly more effective than the MC study task on the recognition posttest, but not on the cued recall posttest. Designers should consider expanding the use of CR study tasks in similar instructional cases. 395

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confidence: 99%

The Effectiveness of Constructed-Response and Multiple-Choice Study Tasks in Computer Aided Learning

Clariana

2003

Journal of Educational Computing Research

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“…instruction do not support convincingly the necessity of overt-constructed responding (Anderson, 1967;Silverman, 1978; Tobias, 1973). There may be many reasons for this.…”

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confidence: 99%

Computer‐programmed Instruction: The Relation of Required Interaction to Practical Application

Tudor

Bostow

1991

J of App Behav Analysis

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Computers were used to evaluate the effects of supplying answers to programmed instruction frames. A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Effects of a 315-frame program, teaching elements of programmed instruction design, were evaluated by analyzing answers to posttest generalization questions and an application test. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. Students who could either covertly respond to frame blanks or who were required to type frame answers performed significantly better on the frame generalization posttest and, more importantly, carefully followed program rules when preparing elements of a new instructional program.

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“…Dyer and Kulhavy (1974) used a different version of the program employed in this investigation and also found a significant sequence effect. These data, together with the results of other investigations summarized elsewhere (Tobias, 1973b), suggest that familiarity may be a variable of some explanatory power in instructional contexts.…”

Section: Sequencementioning

confidence: 74%

Behavioral objectives, sequence, and anxiety in CAI

Tobias

Duchastel

1974

Instr Sci

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A total of 117 subjects were randomly assigned to a group receiving instructional objectives, or not doing so, and to a logical or random instructional sequence. Performance measures, as well as test and state anxiety scores were obtained. Regression analysis indicated that, as expected, objectives had no effect, whereas the logical sequence reduced program errors and increased achievement. Test anxiety was related to program errors, but not to achievement. Expected interactions among objectives, sequence, and anxiety were not significant.The use of behavioral objectives in instruction has been a topic of much concern to educators in the past decade. The view that objectives enhance achievement has been actively investigated and challenged in some instances. Similarly, the sequence with which instructional material should be presented has also received considerable attention, and often led to the surprising finding that random instructional sequences yielded achievement which did not differ from that gained with carefully prepared sequences. The first purpose of this experiment was to study these two questions, and their interaction. A further purpose was to investigate

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Review of the Response Mode Issue

Cited by 29 publications

References 22 publications

The Effectiveness of Constructed-Response and Multiple-Choice Study Tasks in Computer Aided Learning

The Effectiveness of Constructed-Response and Multiple-Choice Study Tasks in Computer Aided Learning

Computer‐programmed Instruction: The Relation of Required Interaction to Practical Application

Behavioral objectives, sequence, and anxiety in CAI

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