The Effects of Student-Instructor Interaction and Paired/Individual Study on Achievement in Computer-Based Training

Small Group and Individual Learning with Technology: A Meta-Analysis

“…Outcomes and independent findings extracted from each study included in the meta-analyses of this review (continued) Harrison (1991) grade 8 earth science attitude toward -0.10 subject/instruction Harrison (1991) grade 8 earth science individual achievement high ability -0.28 Harrison (1991) grade 8 earth science individual achievement low ability 0.84 Harrison (1991) grade 8 earth science individual achievement medium ability -0.05 Harrison (1991) grade 8 earth science interactivity with high ability -0.44 computers Harrison (1991) grade 8 earth science interactivity with low ability -0.42 computers Harrison (1991) grade 8 earth science interactivity with medium ability -0.20 computers Harrison (1991) Sol (1995) college computer skills group task performance 0.38 Sol (1995) college computer skills individual achievement -0.04 Sol (1995) college computer skills request help -0.34 from teacher Sol (1995) college computer skills task completion time -0.66 Spaulding (1984) grade 7-8 computer skills individual achievement group of 2 -0.02 Spaulding (1984) grade 7-8 computer skills individual achievement group of -0.37 Spaulding (1984) grade 7-8 computer skills interactivity with group of -0.11 computers Spaulding (1984) grade 7-8 computer skills interactivity with group of 3 -0.22 computers Spaulding (1984) grade 7-8 computer skills task attempted group of 2 0.01 Spaulding (1984) grade 7-8 computer skills task attempted group of 3 0.78 Stephenson (1992) college computer skills individual achievement high computer experience, 0.99 with teacher interaction Stephenson (1992) college computer skills individual achievement high computer experience, -0.10 without teacher interaction Stephenson (1992) college computer skills individual achievement low computer experience, 0.11 with teacher interaction Stephenson (1992) college…”

Influence of Prior Knowledge, Attitudes, Ability, and Activity Structure on Students' Learning and Use of Software

“…Some of the variables examined in studies have produced some degree of consistency across studies, identifying a number of worthwhile trends. These trends include: the use of guided learner control is more beneficial than offering complete learner control (Ross, Morrison, & O'Dell, 1989;Shin, Schallert, & Savenye, 1994;Tolhurst, 1993); learner control can be motivating and levels of motivation influence learning outcomes (Freitag & Sullivan, 1995;Joo, Bong, & Choi, 2000;Kinzie & Sullivan, 1989;Ross, Morrison, & O'Dell, 1989); offering the option to bypass elaborative material is both preferred by students over the option to add elaborative material and is associated with more effective outcomes (Carrier & Williams, 1988;Hannafin & Sullivan, 1995, 1996Hicken, Sullivan, & Klein, 1992;Schnackenberg & Sullivan, 2000); students with specific goals are more purposeful in navigational choices which is associated with enhanced learning (Tolhurst, 1993;Young & Barab, 1999); individual students with higher prior knowledge in the domain of learning (Gay, 1986;Kinzie & Sullivan, 1989;Lee & Lee, 1991;Ross, Morrison, & O'Dell, 1989;Shin, Schallert, & Savenye, 1994;Stephenson, 1992;Woloshyn, Pressley, & Schneider, 1992), higher knowledge of the software operation (Gay, Trumbull, & Mazur, 1991;Gray, 1988), higher ability students (Gray, 1987;Hooper, Temiyakarna, & Williams, 1993;Kinzie, Sullivan, & Berdel, 1988;Pascarella & Pflaum, 1981;Schnackenberg & Sullivan, 2000;Singhanayak & Hooper, 1998;Snow, 1980;Steinberg, 1977), and students with internal...…”

The role of Web‐based distance learning in HR development

“…A study by Stephenson (1992) looked at CBT supplemented by human interaction in a traditional classroom course. The study found that individuals performed better when their computer-based study was supported by human interaction, however, there was not a significant difference between interaction JMD 23,3 that occurred with the instructor and interaction that occurred with other students.…”