Computer-managed instruction: an alternative teaching strategy.
Computer-managed instruction: an alternative teaching strategy.
复制标题
计算机管理教学：另一种教学策略。
DOI：
10.3928/0148-4834-19870101-08
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发表时间：
1987
期刊：
影响因子：
--
通讯作者：
L. Payne
中科院分区：
文献类型：
--
作者：
R. Day;L. Payne
计算机管理教学是一种教学策略，计算机用于提供学习目标、学习资源和学习者表现评估。计算机管理教学（CMI）帮助教师进行教学管理，而无需实际进行教学。文献中讨论的 CMI 中心主题是个性化、行为目标和教育技术。本研究的主要目的是比较两种教学策略的结果：CMI 与传统讲座方法。学习目标基于本科护理生健康评估课程的特定理论内容。该研究的设计是准实验性的，包括两次对两组进行两种实验治疗。数据分析使用 CMI 和传统讲座方法解决了小组之间的差异。考察的变量包括学习者的认知表现、学习者对教学策略的态度、学习者的知识保留情况、掌握学习目标所需的时间以及学习者特征与教学策略有效性之间的关系。通过笔试和实际考试成绩衡量，各组之间的认知表现没有显着的平均差异（p 小于 0.05）。对于这些一年级本科护理生来说，根据态度调查问卷的评估，CMI 并没有被证明是一种积极的教学方法。大多数学生更喜欢多种教学方法的结合。通过任一教学策略实现学习目标所花费的时间在各组之间没有显着差异。研究结果表明，这些学生更喜欢本质上传统且由教师指导的学习策略。（摘要截断为 250 字）
Computer-managed instruction is an instructional strategy whereby the computer is used to provide learning objectives, learning resources, and assessment of learner performance. Computer-managed instruction (CMI) aids the instructor in instructional management without actually doing the teaching. Central CMI themes discussed in the literature are individualization, behavioral objectives, and educational technology. The main objective of this study was to compare the outcomes of two teaching strategies: CMI versus the traditional lecture method. The learning objectives were based on specified theoretical content from a Health Assessment course for baccalaureate nursing students. The design of the study was quasi-experimental incorporating two experimental treatments applied to two groups on two occasions. Data analysis addresses differences between groups using CMI and the traditional lecture method. The variables examined were the cognitive performance of learners, the learner's attitude toward the instructional strategy, the learner's retention of knowledge, the time involved in mastering the learning objectives, and the relationship between learner characteristics and the effectiveness of the instructional strategy. No significant mean difference (p less than 0.05) was found between groups on cognitive performance as measured by written and practical examination scores. For these first-year baccalaureate nursing students, CMI did not prove to be a positive instructional method as assessed by the Attitude Questionnaire. The majority of students preferred a combination of instructional methods. There was no significant difference between groups in the time spent meeting the learning objectives by either teaching strategy. The findings suggested that these students preferred learning strategies that are traditional in nature and teacher directed.(ABSTRACT TRUNCATED AT 250 WORDS)