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Direct linkSpanjers, Ingrid A. E.; van Gog, Tamara; Wouters, Pieter; van Merrienboer, Jeroen J. G. – Computers & Education, 2012
Segmentation of animations, that is presenting them in pieces rather than as a continuous stream of information, has been shown to have a beneficial effect on cognitive load and learning for novices. Two different explanations of this segmentation effect have been proposed. Firstly, pauses are usually inserted between the segments, which may give…
Descriptors: Cues, Cognitive Processes, Difficulty Level, Animation
Comparing E-Learning Tools' Success: The Case of Instructor-Student Interactive vs. Self-Paced Tools
Hsieh, Po-An J.; Cho, Vincent – Computers & Education, 2011
e-Learning tools have profoundly transformed modern pedagogical approaches. Vendors provide different types of systems, such as self-paced (SP) and instructor-student interactive (ISI) e-Learning tools. Although both types of tools represent promising solutions to facilitate the learning process, it is important to theoretically identify a…
Descriptors: Information Systems, Electronic Learning, Foreign Countries, Teaching Methods
Hoffler, Tim N.; Schwartz, Ruth N. – Computers & Education, 2011
The effects of self-pacing versus system-pacing were examined in different versions of a computer-based learning environment (static pictures/animations). The role of cognitive style was also considered. While the variables investigated did not have a direct impact on either learning outcome or cognitive load, significant interaction effects were…
Descriptors: Cognitive Style, Pacing, Computer Assisted Instruction, Interaction
Cho, Vincent; Cheng, T. C. Edwin; Lai, W. M. Jennifer – Computers & Education, 2009
While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two…
Descriptors: Intention, Foreign Countries, Use Studies, College Students
Springer, C. R.; Pear, J. J. – Computers & Education, 2008
Archived data from four courses taught with computer-aided personalized system of instruction (CAPSI)--an online, self-paced, instructional program--were used to explore the relationship between objectively rescored final exam grades, peer reviewing, and progress rate--i.e., the rate at which students completed unit tests. There was a strong…
Descriptors: Academic Achievement, Program Effectiveness, Correlation, Computer Assisted Instruction
Peer reviewedCalverley, Gayle; Fincham, David; Bacon, Dick – Computers & Education, 1998
Discusses the implementation and use of computer-assisted learning in a traditional university physics course at Keele University (England), its effect on traditional course structure, and the effective use of academic staff time. Highlights SToMP (Software Teaching of Modular Physics), based on distance learning principles that permit self-paced…
Descriptors: Computer Assisted Instruction, Computer Software, Conventional Instruction, Distance Education
