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Instructional Control Strategies and Content Structure as Design Variables in Concept Acquisition Using Computer-Based Instruction
ARTICLE

Journal of Educational Psychology Volume 72, Number 4,

Abstract

For college students learning concepts, the advisement condition resulted in better performance than the learner control condition and needed less instructional time than the adaptive control condition. Results also indicated that students given concepts simultaneously performed better and needed less instruction than those who received concepts successively. (Author/GDC)

Citation

Tennyson, R.D. Instructional Control Strategies and Content Structure as Design Variables in Concept Acquisition Using Computer-Based Instruction. Journal of Educational Psychology, 72(4), 525. Retrieved August 7, 2020 from .

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