The differential effects of interactive versus didactic pedagogy using computer-assisted instruction

Journal of Educational Computing Research

Volumn 49, Issue 4, 2014, Pages 403-436

  Thomas, Tieja ^a   Alexander, Kristopher ^a   Jackson, Renee ^a   Abrami, Philip ^a  

^a Dept of Electrical and Computer Engineering   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84900851935     PISSN: 07356331     EISSN: 15414140     Source Type: Journal    
DOI: 10.2190/EC.49.4.a     Document Type: Conference Paper

References (76)

1. Arnone, M. P., & Grabowski, B. L. (1992). Effects on children's achievement and curiosity of variations in learner control over an interactive video lesson. Educational Technology Research and Development, 40(1), 15-27. doi: 10.1007/BF02296702
2. Barrow, R., & Milburn, G. (1990). A critical dictionary of educational concepts: An appraisal of selected ideas and issues in educational theory and practice (2nd ed.). Hemel Hempstead: Harvester Wheatsheaf.
3. Bernard, R. M., Borokhovski, E., Tamim, R., & Abrami, P. C. (2013). Teacher-centered and student-centered pedagogy: A meta-analysis of classroom practices and processes. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
4. Bills, C. G. (1997, December). Effects of structure and interactivity on Internet-based instruction. Paper presented at the meeting of Interservice/Industry Training, Simulation, and Education Conference, Orlando, FL.
5. Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive meta-analysis, Version 2. Englewood, NJ: Biostat.
6. Bornas, X., & Llabrés, J. (2001). Helping students build knowledge?: What computers should do. Information Technology in Childhood Education Annual, 2001(1), 267-280. Norfolk, VA: AACE. Retrieved from http://www.editlib.org/p/8499
7. Chang, C.-Y. (2002a). Does computer-assisted instruction + problem solving = improved science outcomes? A pioneer study. Journal of Educational Research, 95(3), 143-150. doi: 10.1080/00220670209596584
8. Chang, C.-Y. (2002b). The impact of different forms of multimedia CAI on students' science achievement. Innovations in Education and Teaching International, 39(4), 280-28. doi: 10.1080/1355800021016105
9. Chang, C.-Y., & Tsai, C.-C. (2005). The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class. Science Education, 89(5), 707-724. doi: 10.1002/sce.20072
10. Chang, M.-M., & Ho, C.-M. (2009). Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22(3), 189-206. doi: 10.1080/09588220902920094
11. Chiu, C.-F., & Lee, G. C. (2009). A video lecture and lab-based approach for learning of image processing concepts. Computers & Education, 52(2), 313-323. doi: 10.1016/j.compedu.2008.09.003
12. Chuang, T.-Y, & Chen, W.-F. (2009). Effect of computer-based video games on children: An experimental study. Educational Technology & Society, 12(2), 1-10. Retrieved from http://www.ifets.info/journals/12-2/1.pdf
13. Collins, A., & Halverson, R. (2009) Rethinking education in the age of technology: The digital revolution and schooling in America. New York, NY: Teachers College Press.
14. Crooks, S., Klein, J. D., Savenye, W., & Leader, L. (1998). Effects of cooperative and individual learning during learner-controlled computer-based instruction. Journal of Experimental Education, 66(3), 223-244. Retrieved from http://www.jstor.org/stable/20152560
15. Duffy, T. M. (2009). Building lines of communication and a research agenda. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 351-367). New York, NY: Routledge.
16. Duffy, T. M., & Orill, R. (2004). Constructivism. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia (Vol. 1, pp. 165-172). Santa Barbara, CA: Abc-Clio.
17. Erkfritz-Gay, K. N. (2009). Differential effects of three computer-assisted instruction programs on the development of math skills among primary grade students. Doctoral dissertation. Retrieved from ProQuest Dissertation & Theses. UMI: 3399298
18. Freire, P. (1970/2008). Pedagogy of the oppressed: 30th anniversary edition. New York, NY: Continuum. (Original work published 1970.)
19. Gardner, J., Morrison, H., & Jarman, R. (1993). The impact of high access to computers on learning. Journal of Computer Assisted Learning, 9, 2-16. doi: 10.1111/j.1365-2729.1993.tb00259.x
20. Gier, V. S., & Kreiner, D. S. (2009). Incorporating active learning with PowerPoint-based lectures using content-based questions. Teaching of Psychology, 36(2), 134-139. doi: 10.1080/00986280902739792
21. Good, T. L. (2008). 21st century education: A reference handbook. Thousand Oaks, CA: Sage.
22. Gordijn, J., & Nijhof, W. J. (2002). Effects of complex feedback on computer-assisted modular instruction. Computers & Education, 39(2), 183-200. doi: 10.1016/S0360-1315(02)00025-8
23. Han, J., Jo, M., Park, S., & Kim, S. (2005). The educational use of home robots for children. IEEE International Workshop on Robot and Human Interactive Communication. doi: 10.1109/ROMAN.2005.1513808
24. Hannafin, R. D., & Sullivan, H. J. (1995). Learner control in full and lean CAI programs. Educational Technology Research and Development, 43(1), 19-30. Retrieved from http://www.jstor.org/stable/30220109
25. Hannafin, R. D., & Vermillion, J. R. (2008). Technology in the classroom. In T. L. Good (Ed.), 21st century education: A reference handbook (pp. 209-218). Thousand Oaks, CA: Sage.
26. Harskamp, E. G., & Suhre, C. J. M. (2006). Improving mathematical problem solving: A computerized approach. Computers in Human Behavior, 22(5), 801-815. doi: 10. 1016/j.chb.2004.03.023
27. Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. New York, NY: Academic Press.
28. Hmelo-Silver, C. E., Duncan, R.G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller and Clark (2006). Educational Psychologist, 42(2), 99-107. doi: 10.1080.00461520701263368
29. Hooper, S. (1992). Effects of peer interaction during computer-based mathematics instruction. Journal of Educational Research, 85(3), 180-189. Retrieved from http://www.jstor.org/stable/27540472
30. Hooper, S., & Hannafin, J. (1991). The effects of group composition on learning achievement, interaction, and learning efficiency during computer-based cooperative instruction. Educational Technology Research and Development, 39(3), 27-40. Retrieved from http://www.jstor.org/stable/30219975
31. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
32. Jadin, T., Gruber, A., & Batinic, B. (2009). Learning with e-lectures?: The meaning of learning strategies learning with interactive e-lectures. Educational Technology & Society, 12(3), 282-288. Retrieved from http://www.ifets.info/journals/12-3/23.pdf
33. Jonassen, D. H., & Association for Educational Communications and Technology. (2004). Handbook of research on educational communications and technology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
34. Kim, H. J. (2008). Promoting young adolescents' hypothesis-development performance in a computer-supported and problem-based learning environment. Doctoral dissertation. Retrieved from ProQuest Dissertation & Theses. UMI: 3321718.
35. Kirschner, P. A. (2009). Epistemology or pedagogy, that is the question. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 144-157). New York, NY: Routledge.
36. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. doi: 10.1207/s15326985ep4102-1
37. Kovalchick, A., & Dawson, K. (2004). Education and technology: An encyclopedia. Santa Barbara, CA: Abc-Clio.
38. Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 109-114. doi: 10.1080/00461520701263376
39. Kulik, C. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7, 75-94. doi: 10.1016/0747-5632 (91)90030-5
40. Lee, H. W. (2008). The effects of generative learning strategy prompts and metacognitive feedback on learners' self-regulation, generation process, and achievement. Doctoral dissertation. Retrieved from ProQuest Dissertation & Theses. UMI: 3431418.
41. Lee, J. (1999). Effectiveness of computer-based instructional simulation: A meta analysis. International Journal of Instructional Media, 26(1), 71-85.
42. Lehti, S., & Lehtinen, E. (2005). Computer-supported problem-based learning in the research methodology domain. Scandinavian Journal of Educational Research, 49(3), 297-324. doi: 10.1080/00313830500109618
43. Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
44. Mayer, R. E. (2009). Constructivism as a theory of learning versus constructivism as a prescription for instruction. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 184-200). New York, NY: Routledge.
45. McKinney, D., Dyck, J. L., & Luber, E. S. (2009). iTunes University and the classroom: Can podcasts replace professors? Computers & Education, 52(3), 617-623. doi: 10.1016/j.compedu.2008.11.004
46. Meyer, B. J. F., Wijekumar, K., Middlemiss, W., Higley, K., Lei, P.-W., Meier, C, et al. (2010). Web-based tutoring of the structure strategy with or without elaborated feedback or choice for fifth-and seventh-grade readers. Reading Research Quarterly, 45(1), 62-92. doi: dx.doi.org/10.1598/RRQ.45.1.4
47. Morrison, G. R., Ross, S. M., & Baldwin, W. (1992). Learner control of context and instructional support in learning elementary school mathematics. Educational Technology Research and Development, 40(1), 5-13. Retrieved from http://www.jstor.org/stable/30219992
48. Murphy, P. (2007). Reading comprehension exercises online: The effects of feedback, proficiency and interaction. Language Learning & Technology, 11(3), 107-129. Retrieved from http://llt.msu.edu/vol11num3/pdf/murphy.pdf
49. Newell, T. S. (2006). Rethinking information literacy environments: A study to examine the effectiveness of two learning approaches. Doctoral dissertation. Retrieved from ProQuest Dissertation & Theses. UMI: 3234779.
50. Newlin, M. H., Lavooy, M. J., & Wang, A. Y. (2005). An experimental comparison of conventional and web-based instructional formats. North American Journal of Psychology, 7(2), 327-336.
51. Niemiec, R., & Walberg, H. J. (1987). Comparative effects of computer-assisted instruction: A synthesis of reviews. Journal of Educational Computing Research, 3(1), 19-37.
52. O'Bannon, B. W., Lubke, J. K., Beard, J. L., & Britt, V. G. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 57(3), 1885-1892. doi: 10.1016/j.compedu.2011.04.001
53. Orill, R. (2004). Learner centered environment. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia (Vol. 2; pp. 401-406). Santa Barbara, CA: Abc-Clio.
54. Qayumi, A. K., Kurihara, Y., Imai, M., Pachev, G., Seo, H., Hoshino, Y., et al. (2004). Comparison of computer-assisted instruction (CAI) versus traditional textbook methods for training in abdominal examination (Japanese experience). Medical Education, 38(10), 1080-1088. doi: 10.1111/j.1365-2929. 2004.01957.x
55. Raidl, M. A., Wood, O. B., Lehman, J. D., & Evers, W. D. (1995). Computer-assisted instruction improves clinical reasoning skills of dietetics students. Journal of the American Dietetic Association, 95(8), 868-873. doi: 10.1016/S0002-8223(95)00241-3
56. Roll, I. (2009). Structured invention tasks to prepare students for future learning?: Means, mechanisms, and cognitive processes. Unpublished doctoral dissertation. Carnegie Mellon University, Pittsburgh, PA.
57. Rosen, Y., & Salomon, G (2007). The differential learning achievements of constructivist technology-intensive learning environments as compared with traditional ones: A meta-analysis. Journal of Educational Computing Research, 36(1), 1-14.
58. Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17-35.
59. Schmidt, H. G. (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27, 422-432.
60. Schmidt, H. G, Loyens, S. M. M., Van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller and Clark (2006). Educational Psychologist, 42(2), 91-98.
61. Schnackenberg, H. L., & Sullivan, H. J. (2000). Learner control over full and lean computer-based instruction under differing ability levels. Educational Technology Research and Development, 48(2), 19-35. doi: 10.1007/BF02313399
62. Shen, P-D., Lee, T-H., & Tsai, C-W. (2008). Enhancing skills of application software via web-enabled problem-based learning and self-regulated learning: An exploratory study. International Journal of Distance Education Technologies, 6(3), 69-84. doi: 10.4018/jdet.2008070105
63. Sherman, G. P., & Klein, J. D. (1995). The effects of cued interaction and ability grouping during cooperative computer-based science instruction. Educational Technology Research and Development, 43(4), 5-24. Retrieved from http://www.jstor.org/stable/30220123
64. Shoffner, M. B., & Dalton, D. W. (1998). Effects of problem-based, networked hypermedia, and cooperative strategies on visual literacy instruction. Paper presented at the meeting of National Convention of the Association for Educational Communications and Technology, St. Louis, MO.
65. Singhanayok, C., & Hooper, S. (1998). The effects of cooperative learning and learner control on students' achievement, option selections, and attitudes. Educational Technology Research and Development, 46(2), 17-36. doi: 10.1007/BF022 99787
66. Slavin, R. E., & Lake, C. (2008). Effective programs in elementary mathematics: A best-evidence synthesis. Review of Educational Research, 78(3), 427-515. doi: 10.3102/0034654308317473
67. Song, C.-R. (2002). Literature review for hypermedia study from an individual learning differences perspective. British Journal of Educational Technology, 33(4), 435-447. doi: 10.1111/1467-8535.00280
68. Sweller, J. (2008). Human cognitive architecture and educational technology. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd ed., pp. 369-381). Hillsdale, NJ: Lawrence Erlbaum.
69. Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121. doi: 10.1080/00461520701263426
70. Tamim, R., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28. doi: 10.3102/0034654310393361
71. Tan, S. C. (2000). The effects of incorporating concept mapping into computer assisted instruction. Journal of Educational Computing Research, 23(2), 113-131.
72. Tobias, S., & Duffy, T. M. (2009). Constructivist instruction: Success or failure? New York, NY: Routledge.
73. VanRooij, S. W. (2007). WebMail versus WebApp: Comparing problem-based learning methods in a business research methods course. Journal of Interactive Learning Research, 18(4), 555-569. Retrieved from http://www.editlib.org/p/21728
74. Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ: Educational Testing Service. Retrieved from http://www.ets.org/Media/Research/ pdf/PICTECHNOLOG. pdf
75. Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35(2), 145-160. doi: 10.1002/(SICI)1098-2736(199802)35:23.0.CO;2-S
76. Wise, A. F., & O'Neill, K. (2009). Beyond more versus less: A reframing of the debate on instructional guidance. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 82-105). New York, NY: Routledge.