Evaluation criteria and the effectiveness of instructional technology in higher education

Autor: Stuart J. Wells
Rok vydání: 1976
Předmět:
Zdroj: Higher Education. 5:253-275
ISSN: 1573-174X
0018-1560
DOI: 10.1007/bf00136448
Popis: “No significant differences” is the most frequently quoted conclusion of any survey comparing the effectiveness [1] of alternative instructional technologies [2,3]. While this effectiveness conclusion does not differ for the research reported upon in this paper the other purposes of this paper are to discuss alternative criteria for measuring effectiveness and to analyse potential causes of the finding of no significant differences. The paper is divided into three major sections. In the first section an analysis of the impact of comparability of technologies, organizational factors, student characteristics, and material quality on technology effectiveness is presented. The second section is devoted to a description of cognitive (measurements of knowledge gains) and non-cognitive (attitudes and time to complete material) criteria for evaluation. The third section contains a summarization of research findings for a variety of technologies including: television, radio, programmed instruction, computer-assisted instruction and effects of alterations in class size, changes in course length, and utilization of graduate students as instructors.
Databáze: OpenAIRE
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