1995
DOI: 10.1016/0747-5632(94)00033-e
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Using computer and video technologies to develop interpersonal skills

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Cited by 24 publications
(21 citation statements)
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References 8 publications
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“…Hierdoor zijn computerprogramma's ook geschikt geworden voor toepassingen als het trainen van gespreksvaardigheden. 6 COO past in een studentgecentreerde benadering van onderwijs, waarin het leren van de student centraal staat en de student onafhankelijker is van de docent. [7][8][9] Met COO veranderen de rol en de functie van de docent in het onderwijs: de taak van de docent behelst constructie en begeleiding van onderwijsleerarrangementen.…”
Section: Inleidingunclassified
“…Hierdoor zijn computerprogramma's ook geschikt geworden voor toepassingen als het trainen van gespreksvaardigheden. 6 COO past in een studentgecentreerde benadering van onderwijs, waarin het leren van de student centraal staat en de student onafhankelijker is van de docent. [7][8][9] Met COO veranderen de rol en de functie van de docent in het onderwijs: de taak van de docent behelst constructie en begeleiding van onderwijsleerarrangementen.…”
Section: Inleidingunclassified
“…Despite these benefits, research on support of technology to realize effective interpersonal skills development can be characterized as limited and hard to conduct, to evaluate performance, and to provide feedback (Campbell et al, 1995). Some researchers have not found a positive significant effect for student performance when technology is used (Martin, Jones, & Hearn, 1994).…”
Section: The Potential To Assist In Realizing Effective Gradual Lead mentioning
confidence: 99%
“…Studies conducted to investigate this have reported benefits for students and staff. Students benefit from increasing performance when technology is used (Alliger, Serbell, & Vadas, 1989;Alpert, 1986;Campbell, Lison, Borsook, Hoover, & Arnold, 1995;Schroeder, Dyer, Czerny, Youngling, & Gillotti, 1986) and benefit from a saving of 20--30% in learning time (Orlansky & String, 1977;Fletcher, 1990). Staff benefit from a saving of 50--67% in instructor time (Campbell et al, 1995) and saving 100% branch personnel time (Alliger et al, 1989).…”
Section: The Potential To Assist In Realizing Effective Gradual Lead mentioning
confidence: 99%
“…The Dilemma Counseling System (DCS) (41) taught students facing difficultieshow to help people apply dilemma-counselling principles to their own life problems. Another system teaches interpersonal skills (42). Both systems were of some value in RCTs.Related ideas plus cognitive-behaviour therapy (CBT) wereincluded in a Therapeutic Learning Program (TLP) (43) used during group therapy.…”
Section: Emotional Problemsmentioning
confidence: 99%