The Effects of Pacing and Sequence Control in an Interactive Video Lesson
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[1] Kent State University
Kent State University
City of Kent, Estados Unidos
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 27, Nº 1, 1990, págs. 7-19
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The present study was carried out to determine the effects of learner versus program control of pacing and sequence in an interactive video lesson on photography. Materials included a computer program and an optical videodisc. Subjects for the study were 99 student volunteers from an undergraduate educational media course who received approximately 45 minutes of instruction followed by an immediate post‐test, with a delayed post‐test given two weeks later. Independent variables for the study included type of pacing control, type of sequence control, and time between post‐tests. Dependent variables included achievement and time on task. Results of the study showed significantly higher post‐test scores and decreased time on task associated with learner control of pacing. Learner control of sequence, however, showed no differences for retention or time on task.
