Dissertation Information for Carl Franz Orgren NAME: - Carl Franz Orgren
DEGREE:
- Ph.D.
DISCIPLINE:
- Library and Information Science
SCHOOL:
- University of Michigan, Ann Arbor (USA) (1971)
ADVISORS: - Thomas P. Slavens
COMMITTEE MEMBERS: - Wallace J. Bonk - Anthony T. Kruzas - David Douglas Starks
MPACT Status: Fully Complete
Title: DIFFERENCES IN LEARNING UNDER TWO STRATEGIES OF COMPUTER-ASSISTED INSTRUCTION FOR A BASIC REFERENCE COURSE IN LIBRARY SCHOOL
Abstract: The purpose of this study is to determine whether
one type of programming for computer-assisted
instruction is better than another. Drill exercise
instruction administered by the computer was
compared to computer-assisted instruction
stimulating library reference situation for
effectiveness in preparing students in a library
school basic reference course to answer questions
requiring simple recall of knowledge and to answer
more complex questions.
twenty-four students who had enrolled in the basic
reference course at the University of Michigan were
assigned by a flip of the coin to the two
experimental groups. Over a three week period the
two groups received the two different types of
instruction designed by Thomas Slavens on reference
works in the areas of bibliography, biography, and
serials. Students attended the computer terminal in
groups of three.
Pre-tests designed by the investigator were
administered before the experiment; similar post-
tests were given one week after each unit of
instruction. These tests designed with the guidance
of studies on levels of complexity in instructional
objectives both generally and specifically in
library science attempted to measure student
behavior at the level of simpler call of knowledge
and at a level of more complex learning.
The study is based on the hypotheses that the
simulation instruction would prepare students better
for questions calling for complex behavior, while
the drill exercises would prepare students better
for knowledge recall questions.
Information was also gathered from student records
and interviews to determine whether certain
population characteristics are related to
achievement under different Strategies of computer
-assisted instruction.
As far as it is possible to determine with the
measuring instruments available, the two different
approaches to computer-assisted instruction are not
different in their ability to prepare students for
either factual questions or questions requiring
behavior more complex nature. characteristics of the
population did not seem to be very important in
determining usefulness of computer-assisted
instruction.
Tape recordings of instructional sessions as well as
post-experiment interviews indicated that group use
of computer-terminals is not only a feasible method
of cost control, but also adds a dimension to the
educational experience. Information useful to
improvement of the programming was also gathered by
these recordings and interviews.
The two types of instructional programming were
effective in improving learning both at the fact
recall level, and at more complex levels. As many
students indicated in the interview the programs may
have merit as a form of review of information and
skills attained in other ways. The simulation
programming, once established as effective in
imparting factual and complex learning, is available
as a form of instruction giving the student
experiences that prepare him for actual reference
encounters.
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