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Robert A. Reiser Marcy P. Driscoll Dale S. Farland Adriana Vergara Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38
The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in
a course in which mastery learning strategies were employed.
Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in
which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90%
to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion
(90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance.
Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when
examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria
should be set. 相似文献
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Instructional design, as it is traditionally conceptualized, is being challenged on several fronts, through surveys of design practice, cross-disciplinary studies of design practice, and practical criticism focusing on issues of design models' flexibility and efficiency. Collectively these challenges raise questions about the viability of the instructional design enterprise. This paper reviews these challenges and attempts to respond by offering alternative approaches to instructional design. 相似文献
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Robert A. Reiser Martin A. Tessmer Pamela C. Phelps 《Educational technology research and development : ETR & D》1984,32(4):217-223
This study examined whether children’s learning from “Sesame Street” could be improved by having adults ask the children questions
and provide them with feedback while they watched the show. Subjects were 23 three- and four-year-old, white, middle-class
children who were randomly assigned to one of two conditions. Children in both conditions watched three specially edited versions
of “Sesame Street” with an adult. While they did so, children in the experimental condition were asked to name the letters
and numbers shown on the programs. Results indicated that 3 days after watching the last program, children in the experimental
condition were better able to name and identify the letters and numbers they had seen (p < .01). Three features of the experimental
treatment that may have contributed to these results are discussed, as are the implications of the findings. 相似文献
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The role of context in learning and instructional design 总被引：4，自引：0，他引：4
Martin Tessmer Rita C. Richey 《Educational technology research and development : ETR & D》1997,45(2):85-115
Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic. 相似文献
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Martin Tessmer Daniel McCann Michael Ludvigsen 《Educational technology research and development : ETR & D》1999,47(2):86-99
Needs assessments are traditionally based on an optimals-actuals deficiency model that is utilized before instruction is implemented.
However, in some cases an existing training program may be reassessed to determine what training needs still exist. These
situations could benefit from an excess-based model, where the assessment effort is designed to identify instructional excesses
as well as deficiencies. This article explains the theory and procedures for an innovative needs reassessment approach, the
CODE system. The article also provides some empirical data on the potential value of the CODE process for decisions about
the reallocation of instructional resources in existing training programs. Two exploratory studies were conducted that provide
evidence of the validity of the CODE system: (a) a needs reassessment of a corporate training program, and (b) a medical training
program reassessment. 相似文献
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Susan Dale Mason-Mason Martin A. Tessmer 《Educational technology research and development : ETR & D》2000,48(4):43-62
This exploratory study investigated the question, Does the process of constructing an expert system model of a hydraulic drum braking system promote the formation of expert-like mental models? Thirty-three participants in three countries, who reported no knowledge of the subject domain in which the expert system was to be created, read encyclopedia extracts, viewed graphics, and then created small expert systems. The study was conducted via mainframe-mediated network using a variety of communication protocols. Participants' mental models were assessed using Pathfinder concept networks technique, troubleshooting tests, and prediction (change of state) tests. Each of the three measures was administered three times, as pretests, midtests, and posttests. Scores on all three measures suggested that there were small increases from pretest to midtest after participants studied the brake text and graphics. There were substantially larger increases in all scores from midtest to posttest when the expert system was constructed. In poststudy surveys and interviews participants responded that their knowledge in the subject domain had increased, that the creation of the expert system had been very helpful in learning the material, and that they had had fun doing it. When used as a mindtool, an expert system becomes a process, not the end product. It can facilitate a learning gain by engaging students, fostering their concentration, and assisting them in organizing systemic information. 相似文献
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