Search results for author:"Howard J Sullivan"
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Developing Effective Objectives-Based Instruction
Howard J. Sullivan
Educational Technology Vol. 11, No. 7 (1971) pp. 55–57
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Self-Presentation Bias in Surveys of Teachers' Educational Technology Practices
Theodore J. Kopcha; Howard Sullivan
Educational Technology Research and Development Vol. 55, No. 6 (December 2007) pp. 627–646
This study investigated self-presentation bias in the self-reports of teachers about their practices in six topic areas in educational technology (Instructional Design, Assessment, Learner-Centered Instruction, Curriculum Alignment, Attitudes about...
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Student Self-Evaluation, Teacher Evaluation, and Learner Performance
Zane Olina; Howard J. Sullivan
Educational Technology Research and Development Vol. 52, No. 3 (2003) pp. 5–22
A total of 341 Latvian students and eight teachers participated in this study of student self-evaluation and teacher evaluation. Students completed a 12-lesson teacher-directed instructional program on conducting and writing a report of their own...
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Learner Preferences and Prior Knowledge in Learner-Controlled Computer-Based Instruction
Theodore J. Kopcha; Howard Sullivan
Educational Technology Research and Development Vol. 56, No. 3 (June 2008) pp. 265–286
This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program) on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers....
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Effects of Classroom Evaluation Strategies on Student Achievement and Attitudes
Zane Olina; Howard J. Sullivan
Educational Technology Research and Development Vol. 50, No. 3 (2002) pp. 61–75
This study investigated the effects of teacher evaluation and the combination of teacher evaluation and student self-evaluation on student performance and attitudes. Participants were 189 Latvian high school students and six teachers. Students in...
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Student Preferences for Teacher and Computer Composition Marking
Herbert J. Dwyer; Howard J. Sullivan
Journal of Educational Research Vol. 86, No. 3 (1993) pp. 137–41
High school students' preferences for teacher versus computer feedback on written compositions were studied. Three compositions composed at the terminal were evaluated by the teacher, a computer grammar checker, and the student's choice of teacher...
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Comparing Strategies for Teaching Abstract Concepts in an Online Tutorial
Eric J. Fox; Howard J. Sullivan
Journal of Educational Computing Research Vol. 37, No. 3 (2007) pp. 307–330
The purpose of this study was to compare traditional classification training for a set of abstract concepts with multiple-relations training consisting of inference practice and the use of a content diagram. To examine this, 200 undergraduate and...
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Learner Ability and Learner Control in Computer Assisted Instructional Programs
Heidi L. Schackenberg; Howard J. Sullivan
Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology 1997 (1997)
The idea of learner control over instruction has enjoyed increasing popularity as a result of the growth of computer-assisted instruction in the schools. Some research results indicate that individuals learn more when given control over their...
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Teacher and Technologist Beliefs about Educational Technology
Deborah L. Lowther; Howard J. Sullivan
Educational Technology Research and Development Vol. 42, No. 4 (1994) pp. 73–87
Reports on a study investigating perceptions of K-12 teachers, educational technology faculty, and educational technology graduate students about instructional design, cooperative learning, learner control, school reform, computers and media, and...
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Audio and Text Density in Computer-based Instruction
Carol M. Koroghlanian; Howard J. Sullivan
Journal of Educational Computing Research Vol. 22, No. 2 (2000) pp. 217–30
Investigates the effects of audio and text density on the achievement, time-in-program, and attitudes of 134 undergraduate students. Data concerning pre-existing computer skills/experience and demographic information were also collected. Findings...
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Personalization of Mathematics Word Problems in Taiwan
Heng-Yu Ku; Howard J. Sullivan
Educational Technology Research and Development Vol. 48, No. 3 (2000) pp. 49–59
Investigates the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by...
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Effect of Personalization of Instructional Context on the Achievement and Attitudes of Hispanic Students
Cecilia L. Lopez; Howard J. Sullivan
Educational Technology Research and Development Vol. 40, No. 4 (1992) pp. 5–13
Describes a study that investigated the effects of three levels of personalization--individualized, group, and nonpersonalized--on the achievement of seventh-grade Hispanic students on printed mathematics word problems. Previous research is reviewed,...
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Learner Control in Full and Lean CAI Programs
Robert D Hannafin; Howard J. Sullivan
Educational Technology Research and Development Vol. 43, No. 1 (1995) pp. 19–30
Describes a study that investigated the effects of learner control and program control, and lean and full modes of instructional programs, on the achievement, use of options, time on task, and attitudes of high-ability and low-ability students from...
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Continuing Motivation, Learner Control, and CAI
Mable B. Kinzie; Howard J. Sullivan
Educational Technology Research and Development Vol. 37, No. 2 (1989) pp. 5–14
Describes study that investigated the effects of learner control and program control on the achievement and continuing motivation of high school students. The influence of the availability of computer-delivered instruction on student motivation was...
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Practice Mode and Learner Control in Computer-Based Instruction
Joellyn C. Pollock; Howard J. Sullivan
Contemporary Educational Psychology Vol. 15, No. 3 (1990) pp. 251–60
The effects of practice mode and learner control in computer-based instruction on the achievement and continuing motivation of 152 seventh graders were studied. The practical implications of the finding that recall practice produced higher overall...
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Locus of Control and Learner Control of CAI
Cecilia L. Lopez; Howard J. Sullivan
The purpose of this study was to investigate the effects of three levels of learner control (no control, moderate control, and high control) on the achievement and continuing motivation of Hispanic students. Two weeks prior to the experimental part...
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Learner Control over Full and Lean Computer-based Instruction under Differing Ability Levels
Heidi L. Schnackenberg; Howard J. Sullivan
Educational Technology Research and Development Vol. 48, No. 2 (2000) pp. 19–35
Examines the effects of type of instructional control (learner control versus program control) and program mode (full versus lean) on the achievement, option use, time in the program, and attitudes of higher-ability and lower-ability university...
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The Use of Audio in Computer-Based Instruction
Carol M. Koroghlanian; Howard J. Sullivan
Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] 1999 (February 1999)
This study investigated the effects of audio and text density on the achievement, time-in-program, and attitudes of 134 undergraduates. Data concerning the subjects' preexisting computer skills and experience, as well as demographic information,...
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Navigational Aids and Learner Control in Hypermedia Instructional Programs
Patricia A. Burke; Jennifer L. Etnier; Howard J. Sullivan
Journal of Educational Computing Research Vol. 18, No. 2 (1998) pp. 183–96
Describes a study of fifth graders that examined the effects of learner control and navigational aids on performance in a hypermedia instructional program. Results indicated that students who moved freely within the program and had access to...
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Learner Preferences and Achievement Under Differing Amounts of Learner Practice
Heidi L. Schnackenberg; Howard J. Sullivan; Lars F. Leader; Elizabeth E. K. Jones
Educational Technology Research and Development Vol. 46, No. 2 (1998) pp. 5–15
Examines the effects of program mode (i.e., a lean program version containing a basic amount of learner practice versus a full mode containing expanded practice) and learner preference (matched or unmatched) for amount of practice on the achievement,...