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Feedback has a strong influence on effective learning from computer-based instruction. Prior research on feedback in computer-based instruction has mainly focused on static feedback schedules that employ the same feedback

Feedback has a strong influence on effective learning from computer-based instruction. Prior research on feedback in computer-based instruction has mainly focused on static feedback schedules that employ the same feedback schedule throughout an instructional session. This study examined transitional feedback schedules in computer-based multimedia instruction on procedural problem-solving in electrical circuit analysis.

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  • 2015-02-01
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    • NOTICE: this is the author's version of a work that was accepted for publication in COMPUTERS & EDUCATION. Changes resulting from the publishing process, such as editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in COMPUTERS & EDUCATION, 81, 270-280. DOI: 10.1016/j.compedu.2014.10.020, opens in a new window

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    Johnson, Amy M., Reisslein, Jana, & Reisslein, Martin (2015). Transitional feedback schedules during computer-based problem-solving practice. COMPUTERS & EDUCATION, 81, 270-280. http://dx.doi.org/10.1016/j.compedu.2014.10.020

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