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| Programming for Effective Instruction |
| Tuesday, June 1, 2004 |
| 9:00 AM–9:50 AM |
| Gardner |
| Area: EDC |
| Chair: Belinda Davis Lazarus (University of Michigan, Dearborn) |
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| Online K-12 Schools and Principles of Effective Instruction |
| Domain: Applied Research |
| BELINDA DAVIS LAZARUS (University of Michigan, Dearborn) |
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| Abstract: Increasingly, K - 12 schools are offering their entire curriculum via the Internet. The online schools involve home-based teachers who deliver instruction to students in their homes via Internet lessons and email. Two programs in 2 states were reviewed to determine the extent to which the courses included the following principles of effective instruction: modeling, guided practice, corrective and reinforcing feedback, and independent practice. Modeling and guided practice with immediate feedback were used in less than 10% of the lessons. Ninety percent of the lessons were based on independent practice with corrective and reinforcing feedback provided via email from 12 - 72 hours later. Although these data must be viewed as preliminary, the data show that online course design may neglect important instructional approaches that promote skill gains. The implications of these findings will be discussed and ways to incorporate principles of effective instruction into online courses will be described. |
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| Using Programmed Instruction to Teach Auditory Discrimination |
| Domain: Applied Research |
| GUDMUNDUR T. HEIMISSON (University of South Florida), Michael A. Cohen (University of South Florida), Darrel R. Davis (University of South Florida), Darrel E. Bostow (University of South Florida) |
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| Abstract: Three computer-based methods of teaching music discrimination were experimentally compared, using instructional text of music history and samples of classical music as stimuli. The teaching methods were: 1) A programmed instruction tutorial in which textual instructional material and sound samples were presented simultaneously, allowing the learner to progress only by responding discriminatively to the material. 2) A tutorial in which textual instructional material and sound samples were presented simultaneously, allowing progress at the learner’s discretion. 3) An instructional web site on which the learner had immediate access to all the textual material, but had to click on links to hear the music samples.
Data from the experimental comparison of these three approaches will be presented. |
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