Learner Control of Instructional Sequencing within an Adaptive Tutorial CAI Environment.

This study was designed to test effects of learner control at the level of instructional sequencing within a self-contained tutorial course administered by an adaptive computer program. Following an entry test period, students were administered tutorial computer administered instruction CAI in a COBOL course which averaged 30 hours, with four possible types of learner control variables. The relative contributions and interactions among the learner-control and entry characteristic variables were assessed with respect to instructional effectiveness and efficiency as represented by the dependent measures. One major finding was that the particular individuals designated high or low performers differed depending upon the particular instructional tasks. Yet, the phenomenon of high and low performance was consistent across two major sections of the course. High and low performers differed with respect to the usage of options, as well as their level of aspiration LOA settings concerning their performance. Research is needed to identify more specifically the taxonomic characteristics of instructional tasks related to student profiles of high and low performers. Another significant finding was that self-assessment can make a significant contribution to instructional management, whether the latter be by students or by the learning system. Research requirements for systematic study of levels and types of self-managed learning paradigms are discussed. Author