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A behavioural analysis of enforced delays in computerised programmed instruction

Kelly, Glenn 1995, A behavioural analysis of enforced delays in computerised programmed instruction, Ph.D. thesis, Deakin University.

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Title A behavioural analysis of enforced delays in computerised programmed instruction
Author Kelly, Glenn
Institution Deakin University
Faculty Faculty of Health and Behavioural Sciences
Degree type Research doctorate
Degree name Ph.D.
Date submitted 1995
Keyword(s) Computer-assisted instruction
Behavioral assessment
Summary To evaluate the putative advantages of student self pacing in automated instruction,the studies in this thesis compare the effects of self-paced, and externally-paced, programmed instruction on student accuracy, retention, efficiency, and satisfaction. The results of the experiments show that self-pacing reduced accuracy, retention, and workrates compared to external pacing and indicated that learners often make poor choices about optimum learning conditions. They also show that small changes in the learning environment can result in consistent and substantial changes in learner performance, and that behaviour analysts have an important role to play in the design and implementation of instructional material.

Language eng
Socio Economic Objective 93 EDUCATION AND TRAINING
Description of original xiv, 281 leaves : ill. ; 30 cm
Dewey Decimal Classification 371.334
Persistent URL http://hdl.handle.net/10536/DRO/DU:30028438

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.