Graduation Year

2005

Document Type

Dissertation

Degree

Ph.D.

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

James A. White, Ph.D.

Co-Major Professor

William A. Kealy, Ph.D.

Keywords

Instructional technology, Teaching methods, World wide web, Instructional design, Academic behavior, Learner control, Computer-based instruction

Abstract

Web-based lessons teaching graph construction techniques (via the internet) were presented to 144 undergraduate and graduate college students. One group experienced program-controlled tutorials requiring them to construct answers in a defined sequence. A second group experienced identical lesson material in the form of typographically cued text presentations. The programmed instruction students performed significantly better than the cued-text group on an immediate computer-based posttest assessing comprehension of the graphing lesson material. The cued-text group performed better on an applied graphing assignment. The experiment did not account for individuals internet study habits or the metacognitive approaches to learning employed by the study participants.

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