This study examined the effects of four methods of immediate corrective feedback delivered by a computer within a question-based, concept and rule learning setting. A second purpose of the study was to probe the complex relationship between types of corrective feedback and the types of errors made by learners. / One hundred fifty-three students enrolled in a undergraduate biology class for nonmajors were randomly assigned to one of four immediate corrective feedback conditions: (1) KCR, feedback that gave knowledge of correct response only; (2) KCR + FORCED CR, feedback that informed students of the correct response and then required that they make that response; (3) KCR + AWA, feedback that gave students knowledge of the correct response combined with anticipated wrong answer feedback; (4) KCR + SECOND TRY, feedback which imparted knowledge of results along with a second try to answer the question. Dependent variables were achievement on a retention test, feedback study time, on-task achievement, feedback efficiency, and opinion about instruction. An adaptive design strategy, the Rational Set Generator, was applied in the design and development of the instruction. / Results indicated that the KCR group used significantly less feedback study time and was more efficient than any other condition. As predicted, no significant differences in retention were found for any group. Contrary to prediction, The KCR + FORCED CR group used almost as much time as the KCR + SECOND TRY group. Using different methods of feedback made no difference in number of errors during instruction or the number of interrogatory examples needed to reach instructional criterion. / As predicted, learners who made fewer fine discrimination errors during instruction scored better on a retention test. A significantly higher number of fine discrimination errors were made on the retention test. Surprisingly, almost twice as much feedback study time was consumed for fine discrimination errors. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1434. / Major Professor: Marcy Perkins Driscoll. / Thesis (Ph.D.)--The Florida State University, 1988.

Source: Dissertation Abstracts International, Volume: 39-11, Section: A, page: 6473. / Thesis (Ph.D.)--The Florida State University, 1978.

This study compared the efficiency of two curriculum placement methods and three lesson placement methods in a computer-based rule-use curriculum of five skills. It was hypothesized that cued curriculum placement and top-down or middle-entry lesson placement would result in less time at the computer terminal when compared to non-cued curriculum placement and no lesson placement; and would have no effect on the total number of lessons each group would pass either on the pretest and lesson posttests, or on the cumulative posttest. / The curriculum placement methods assessed performance on the terminal learning objective for each lesson. Two methods were compared, one with cued test items, one with non-cued items. The lesson placement methods tested individual objectives within each lesson. Three lesson placement methods were compared. The top-down method began testing the student with the terminal learning objective. The middle-entry method began testing at the middle of the hierarchy. The traditional method used no placement testing; the student began instruction with the bottom objective in the hierarchy. / This study used eighty-eight adult participants from two separate groups. A two-by-three design was used. No statistically significant differences were found for the number of lessons passed on the pretest or total time online. Statistically significant differences were found for the combined number of lessons passed on both pretest and the posttest, and the number of lessons passed on the cumulative retention test. The cued curriculum placement group scored higher on both tests. / Neither cueing of pretests, nor the use of lesson placement methods increased efficiency when compared to traditional methods. Cueing did result in enhanced performance scores on both the posttest and the retention test (cumulative posttest). / Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 3005. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to assess empirically software from Krell's 1981/82 SAT preparatory series purported to raise students' scores substantially after only short-term CAI. The latter involved individualized student use of Apple IIe microcomputers in a controlled setting. These students were forty-eight college-bound juniors from Escambia County (Florida) who were assigned as Experimentals and Controls such that two stochastically equated groups reflecting matched pairs resulted. / A two-phased, pre- and post-test design was used. Phase I involved: (1) pre-testing with: (a) the SAT, (b) the Otis-Lennon School Ability Test, and (c) the Witkin Group Embedded Figures Test; (2) fifteen hours of CAI with the Experimentals; and (3) post-testing with the SAT for outcome measures and baseline comparison scores. Phase II involved: (1) fifteen hours of CAI with the Controls, and (2) a second post-testing of both groups. The latter provided a 28-day retention measure for the Experimentals and Phase I replicated outcome scores for the Controls. Additionally, a student questionnaire was used to obtain demographic data in re: (a) gender, (b) number of siblings, (c) educational level of parents, (d) occupational status of parents, (e) family income, (f) G.P.A., and (g) proposed college major. / Data analyses utilized nonparametric statistics in testing ten hypotheses. With one partial exception, all were accepted in the null form. On the whole, post-CAI group mean SAT score gains were modest and deemed to be of limited practical consequence. These findings are consistent with previous reports of SAT coaching efforts cited in the literature. Recommendations suggesting caution and scrutiny relative to publishers' claims of product effectiveness are offered. Further research is encouraged, particularly as related to individual student score gains and the development of a predictive profile. / Source: Dissertation Abstracts International, Volume: 46-06, Section: A, page: 1603. / Thesis (Ph.D.)--The Florida State University, 1985.

This research determined existing patterns of required media education within the 136 National Council for Accreditation of Teacher Education-accredited higher education institutions in the Southeast using responses from eighty-five per cent of the program coordinators. / Research questions sought to determine whether media education was required, delivery methods and departments delivering, support facilities, and efforts to coordinate a media education experience throughout the elementary education program. / Conclusions were: (1) Ninety per cent required media education. (2) Fifty-four per cent employed general media education course, usually delivered by education departments. (3) The second and third most often used delivery methods were including media education as part of one or more required education courses and integrating it throughout required education program, respectively. (4) One or more institutions in seven of eleven states surveyed required no media education. (5) Ninety-seven per cent provided actual contact with a wide variety and range of children's instructional materials through required methods courses. (6) Ninety-three per cent indicated presence of an instructional materials center. (7) Ninety-three per cent provided facilities, materials and equipment for producing instructional materials. (8) Fifty-nine per cent of twenty-two institutions integrating media education throughout elementary education program had no coordinator for it. (9) Eighty-two per cent ensured transfer students received media education. (10) No evidence existed that schools/departments of library science/media/educational technology exerted any influence upon teaching of media education. / Recommendations for further study: (1) Replicate for secondary, graduate, national and/or other regional levels. (2) Conduct comparison study involving institutions not accredited by National Council for Accrediation of Teacher Education. (3) Conduct experimental research relative to delivery method effectiveness. (4) Conduct qualitative evaluation of media education support facilities. (5) Discover how competencies identified by state education agencies are being implemented by higher education institutions. (6) Investigate conditions under which teachers are more likely to successfully and consistently apply media competencies. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0362. / Thesis (Ph.D.)--The Florida State University, 1983.

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No description available.

Thesis (Ph.D.)--Lehigh University, 2009. / Adviser: Judith A. Duffield.

<p> The following is a quantitative study of the effects of hybrid course offerings on student sense of belonging and satisfaction at a commuter campus. The study employed the following independent variables: gender, age, race, class standing, GPA (which was self-reported), marital status, number of children, employment status, number of hours worked per week, number of hybrid courses taken, and 2 dependent variables (sense of belonging and satisfaction). The study found no significant difference in sense of belonging and satisfaction among students in either the hybrid or face-to-face modalities. Other findings found that students with children exhibited a negative relationship between number of children and perceived faculty support/comfort as well as a negative relationship was between number of children and perceived classroom comfort in both hybrid and face-to-face modalities. This study also includes recommendations for additional studies to explore possible interventions to increase students sense of belonging and satisfaction.</p>

The current technological revolution has necessitated a new way to view the maturity of its computing environment within a given educational system. Adapting a model from the software industry which assesses the maturity of an organization, the researcher has developed an educational technology maturity model consisting of two dimensions: technology availability and teacher fluency with that technology. The purpose of the model is to locate a particular school within a given school district on a concept grid consisting of Technology Availability on an X-axis, and Teacher Fluency on the Y-axis. The continuum for each of the axes range from a Level 1 (the lowest) to a Level 5 (the highest). One of the uses of such a model is to give a school district a means to assess individual schools against a baseline within the district. This information can assist in the development of a technology plan if none exists, or to revise an existing plan to accomplish the goals of the district. Future uses may include relating technology assessment to achievement scores in schools or districts.