The Development and Presentation of Four Different College Courses by Computer Teleprocessing. Interim Report.

Autor/inn/en	Mitzel, Harold E.; Wodtke, Kenneth H.
Institution	Pennsylvania State Univ., University Park. Computer-Assisted Instruction Lab.
Titel	The Development and Presentation of Four Different College Courses by Computer Teleprocessing. Interim Report.
Quelle	(1965), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accounting; Audiology; College Curriculum; College Mathematics; Computer Assisted Instruction; Curriculum Development; Demonstration Programs; Economics; Educational Research; Engineering; Higher Education; Individualized Instruction; Modern Mathematics; Student Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Abrechnung; Buchführung; Buchhaltung; Audiologie; Computer based training; Computerunterstützter Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Volkswirtschaftslehre; Bildungsforschung; Pädagogische Forschung; Maschinenbau; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Schülerverhalten
Abstract	A computer-assisted instruction (CAI) project undertaken in 1965 sought to: 1) teach college instructors to prepare quality CAI curricula; 2) ascertain student attitudes toward CAI; 3) compare CAI with the lecture method; and 4) demonstrate prototypical CAI courses. Teachers were successfully trained in the use of Coursewriter and prepared courses in audiology, mathematics, engineering economics, and cost accounting. Posttests administered to small groups of students who took the courses revealed that both performance and attitude correlated positively with aptitude, although the attitude measure was more likely a function of performance than a reaction to CAI as a method. Since aptitude correlated with criterion-referenced achievement, the goal of maximum criterion achievement for each student via individualized CAI was not attained; likewise, since the number of errors made by students correlated negatively with posttest scores, it appeared that the remedial branches were not serving their intended function. The high incidence of substantially correct answers entered improperly showed the need for building complex answer processing capabilities into the computer. (PB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC