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A theory of effective computer -based instruction for adults

机译：成人有效的基于计算机的教学理论

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摘要

Computer-based instruction (CBI) was considered the technological phenomenon to revolutionize education and training. Today, the Internet and computer technology are reported to have significantly altered the education landscape (Johnson & Aragon, 2002). The rapid advances in technology, the need for lifelong learning, and the growth of nontraditional students have encouraged the use of the computer as a method of instructional delivery. Evaluating the effectiveness of CBI as a whole technology is very difficult. The inability to measure effectiveness is attributable in part to the fact that CBI is not just one component, but a complex range of services and activities carried out for instructional and learning purposes (Gibbons & Fairweather, 2000).;This study presents a theory of critical components that impact the effectiveness of computer-based instruction for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this research are: (1) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults; (2) learning goal level impacts instructional design strategy and instructional control component of CBI design; (3) external support and instructional support are needed to provide a positive CBI experience; (4) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support; and (5) the theory draws together the isolated variables researchers consider important in adult learning process and aligns them to provide effective CBI.
机译：基于计算机的教学（CBI）被认为是彻底改变教育和培训的技术现象。如今，据报道，互联网和计算机技术已经极大地改变了教育格局（Johnson＆Aragon，2002）。技术的飞速发展，终身学习的需求以及非传统学生的增长，都鼓励使用计算机作为教学方法。评估CBI整体技术的有效性非常困难。无法衡量有效性的部分原因是，CBI不仅是一个组成部分，而且还是为教学和学习目的而进行的一系列广泛的服务和活动（Gibbons和Fairweather，2000年）。影响成年人基于计算机的教学效果的重要组成部分。开发该理论的目的是为研究提供框架，以解释或预测成年人使用台式计算机的有效学习。这项研究得出的五个结论是：（1）成人学习者的自我指导和计算机自我效能感的特征在设计成人CBI中起着重要作用； （2）学习目标水平影响CBI设计的教学设计策略和教学控制组件； （3）需要外部支持和指导支持以提供积极的CBI经验； （4）CBI设计与自我指导，计算机自我效能，学习目标水平，教学设计和外部支持等单元交织在一起； （5）该理论将研究人员认为在成人学习过程中重要的孤立变量汇总在一起，并进行调整以提供有效的CBI。

著录项

  • 作者

    Lowe, Janis Sue.;

  • 作者单位

    Louisiana State University and Agricultural & Mechanical College.;

  • 授予单位 Louisiana State University and Agricultural & Mechanical College.;
  • 学科 Vocational education.;Educational technology.;Adult education.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 293 p.
  • 总页数 293
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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