Using CAI to Teach Vocabulary Concepts.
Progress rept. no. 1, 1 Mar-1 May 78,
PITTSBURGH UNIV PA LEARNING RESEARCH AND DEVELOPMENT CENTER
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Work is currently in progress to develop computer-assisted instructional materials to teach new vocabulary words to college students. Seven different instructional strategies are being developed to teach the new words, each strategy targeted toward a different learning outcome. A second objective is to determine which strategies best promote transfer. Current design theories state that different instructional conditions are needed for different types of learned performances. In contrast, a 1966 study that taught vocabulary concepts to college students through four methods showed that students learning by one method also did quite well on tests matched to the other methods. The writers hope to demonstrate that the all-strategies prescription of design theory is excessive and that it is possible to achieve acceptable levels of performance on all seven criterion tests using fewer than the complete set of strategies available. The writers also discuss the general rationale and design of the seven instructional strategies and then elaborate upon the design of three strategies, DEFINE, WORD RELATIONS, and CLASSIFY, by illustrating the teaching sequences using a sample word from the instructional database.
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