Search results for author:"Robert Reiser"
Total records matched: 22 Search took: 0.049 secs
Educational Technology Research and Development Vol. 49, No. 1 (2001) pp. 53–64
Discusses the history of the field of instructional design and technology in the United States. Includes a definition, major features, rational for using instructional design and technology as the label for the field, history of instructional media...
The Effects of Ascending, Descending, and Fixed Criteria on Student Performance and Attitude in a Mastery-Oriented Course
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 35, No. 4 (1987) pp. 195–202
Describes study of undergraduates at Florida State University that examined whether the criteria for mastering unit quizzes in a mastery-oriented course should increase, decrease, or remain fixed across units. Hypotheses tested are discussed,...
The Effects of Various Mastery Criteria on Student Performance and Attitude in a Mastery-Oriented Course
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 34, No. 1 (1986) pp. 31–38
Examines the effects of mastery criteria on the performance and attitudes of undergraduate students who were divided into three treatment groups with mastery criteria set at 70 percent, 80 percent, and 90 percent respectively. Their performance and...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 32, No. 1 (1984) pp. 41–49
Examines the effects of three self-pacing procedures on student withdrawal rate, rate of progress, final examination performance, and attitude in a personalized system of instruction for undergraduate students in an introductory speech course....
Journal of Educational Technology Systems Vol. 12, No. 4 (1984) pp. 347–56
Describes four research courses developed by the instructional systems faculty at the University of Florida which are designed to prepare doctoral students to plan and conduct high quality instructional systems research. Goals of each course are...
Educational Technology Research and Development Vol. 42, No. 2 (1994) pp. 45–48
Examines Richard Clark's analysis of the role of media (IR 529 139) from the perspective of an instructional designer. Clark's statements about interchangeability of media attributes, research evidence, and the influence of learner preconceptions...
Educational Technology Vol. 34, No. 3 (1994) pp. 11–16
Describes a research project designed to examine how training in the use of a systems approach process has affected the planning practices and beliefs of preservice and inservice teachers. Pertinent literature is reviewed, three studies are...
Interaction between Locus of Control and Three Pacing Procedures in a Personalized System of Instruction Course
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 28, No. 3 (1980) pp. 194–202
Examines differences in course performance and attitude of college students identified by the Rotter Internal-External Locus of Control Scale as external and those identified as internal. An interaction was found between the type of reinforcement...
Educational Technology Research and Development Vol. 49, No. 2 (2001) pp. 57–67
This second of a two-part article focuses on the history of instructional design in the United States. Starting with its origins during World War II, major events in the development of instructional design are described. Factors affecting the field...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 36, No. 1 (1988) pp. 15–21
Describes study that explored how adults who watch "Sesame Street" with children can facilitate the children's recognition of letters and numbers presented on the show. Treatment and control groups providing various types of feedback with preschool...
Educational Technology Vol. 22, No. 12 (December 1982) pp. 19–21
Discusses course development activities and program of a research practicum instituted at Florida State University to provide doctoral students in the instructional systems program with instruction and practice in (1) planning and conducting an...
Educational Technology Research and Development Vol. 38, No. 3 (1990) pp. 43–50
Describes a new model for evaluating instructional software that focuses on the extent to which students learn the skills a software package is intended to teach. Results of a field test of fifth grade students are reported, and implications of the...
The Effects of Self-Regulation and Instructional Control on Performance and Motivation in Computer-based Instruction
International Journal of Instructional Media Vol. 27, No. 3 (2000) pp. 247–60
Describes a study of sixth and seventh grade middle school students that examined the effects of learners' reported use of self-regulated learning strategies on achievement and motivation in learner-controlled and program-controlled computer based...
TechTrends: Linking Research and Practice to Improve Learning Vol. 43, No. 2 (1998) pp. 39–44
The Technology Enhancing Achievement in Middle School (TEAMS) instructional model is an instructional approach in which technology plays an integral part in the curriculum. This article describes why TEAMS was developed, how instructional units are...
Middle School Journal Vol. 32, No. 2 (2000) pp. 21–29
Discusses the Technology Enhancing Achievement in Middle School (TEAMS) approach to classroom design, which incorporates interdisciplinary teams, active learning, and technology as an instructional tool. Considers the nature of instruction,...
TechTrends: Linking Research and Practice to Improve Learning Vol. 50, No. 6 (November 2006) pp. 16–19
The IDT (Instructional Design and Technology) Program Information Tool is an online information sharing system which has been created to allow programs in the field of instructional design and technology to share their program policies and...
Educational Technology Vol. 17, No. 12 (1977) pp. 13–8
The use of simulation games has not been demonstrated to be a highly effective instructional method. (Author)
The Effects of Part-Task and Whole-Task Instructional Approaches on Acquisition and Transfer of a Complex Cognitive Skill
Educational Technology Research and Development Vol. 57, No. 1 (February 2009) pp. 61–77
This study was designed to investigate the effects of two instructional approaches (whole-task versus part-task) and two levels of learner prior knowledge (lower versus higher) on learner acquisition and transfer of a complex cognitive skill....
Educational Technology Research and Development Vol. 42, No. 3 (1994) pp. 63–69
Discusses methods that software evaluation organizations use to evaluate instructional software. Topics addressed include who does the evaluating, including the role of students as well as teachers, subject matter experts, media specialists, and...
Journal of Computing in Higher Education Vol. 26, No. 1 (April 2014) pp. 22–38
Researchers often experience difficulty as they attempt to prepare journal articles that describe their work. The purpose of this article is to provide researchers in the field of education with a series of suggestions as to how to clearly structure ...
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 79–93
In Korea, based on the benefits of e-Portfolio, various researches have been accomplished in order to utilize e-Portfolio not only in elementary schools but in secondary and higher educational institutions as well. Based on the previous researches...
Educational Technology Research and Development Vol. 46, No. 2 (1998) pp. 65–78
Examines the extent to which a group of superior elementary and secondary school teachers employed systematic instructional-planning practices. The two approaches were found to be different in several important ways: teachers did not place much...