FURTHER EXPERIMENTAL EVIDENCE ON RESPONSE MODES IN AUTOMATED INSTRUCTION
Abstract
AN EXPERIMENT WAS CONDUCTED TO DETERMINE THE EFFECTS OF FOUR RESPONSE MODE DIFFERENCES ON AUTO-INSTRUCTIONAL LEARNING( USING A CONTINUOUS DISCOURSE PROGRAM OF MODERATE DIFFICULTY. THESE MODES WERE: (1) OVERT RESPONSE (SUBJECT (S) WAS REQUIRED TO CONSTRUCT A WRITTEN RESPONSE); (2) COVERT RESPONSE (S WAS REQUIRED TO THINK OF A RESPONSE), (3) READING RESPONSE (S READ THE RESPONSE WHDERLINED); AND (4) OPTION RESPONSE MODE (S COULD EITHER CONSTRUCT A WRITTEN RESPONSE OR OMIT THE RESPONSE , DEPENDING ON HIS CONFIDENCE IN BEING CORRECT). SIGNIFICANT LEARNING TIME DIFFERENCES WERE FOUND AMONG THE FOUR RESPONSE MODE CONDITIONS. THE OVERT CONDITION HAD THE LONGEST LEARNING TIME, FOLLOWED BY THEOPTION MODE, COVERT MODE, AND READING MODE IN THAT ORDER. THE RESULTS OF THIS STUDY USING CONTINUOUS DISCOURSE MATERIAL ARE IN GENERAL AGREEMENT WITH THE FINDINGS FROM THE PREVIOUS STUDY USING INDEPENDENT-ITEM FRAMES, LENDING GENERALLY TO THE HYPOTHESIS THAT REQUIRING WRITTEN CONSTRUCTED RESPONSES TO EASY ITEMS IS NOT AN ESSENTIAL CONDITION FOR EFFECTIVE LEARNING. THE RESULTS ARE DISCUSSED IN TERMS OF THE CONDITIONS WHICH CONTRIBUTE TO ACTIVE RESPONDING AND EFFICIENT LEARNING, WITH SPECIAL EMPHASIS ON THE READING MODE OF RESPONDING TO PROGRAMMED MATERIAL
Document Details
- Document Type
- Technical Report
- Publication Date
- Dec 01, 1960
- Accession Number
- AD0250122
Entities
People
- Joan E. Llewellyn
- Robert A. Goldbeck
- Vincent N. Campbell
Organizations
- American Institutes for Research