Development and Validation of a Model for Formative Evaluation of Self-Instructional Multi-Media Learning Systems.

Autor/in	Abedor, Allan J.
Titel	Development and Validation of a Model for Formative Evaluation of Self-Instructional Multi-Media Learning Systems.
Quelle	(1972), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Achievement Gains; Autoinstructional Aids; Control Groups; Criterion Referenced Tests; Data Collection; Evaluation Methods; Experimental Groups; Field Studies; Flow Charts; Formative Evaluation; Lesson Plans; Material Development; Models; Multimedia Instruction; Questionnaires; Research Methodology; Statistical Analysis; Student Attitudes; Tables (Data); Testing + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Selbstinstruierendes Material; Data capture; Datensammlung; Praxisforschung; Lesson planning; Unterrichtsplanung; Lehrmaterialentwicklung; Analogiemodell; Multimediales Lernen; Fragebogen; Research method; Forschungsmethode; Statistische Analyse; Schülerverhalten; Tabelle; Testdurchführung; Testen
Abstract	The purpose of this research was to develop and field test a new flowchart model prescribing specific operations for tryout and revision of prototype multi-media self-instructional treatments. The methods and results of the following four phases of the study are described: (1) design of a MK I flowchart model based on a review of the literature; (2) assessment of the MK I model based on interviews with seven developers of multi-media instructional treatments; (3) development of a MK II model featuring a small group tryout and debriefing procedure as the main method of identifying instructional problems and developing appropriate revisions; and (4) empirical test of the revised (MK II) model involving three separate experimental-control group comparisons. Conclusions of the study are that the MK II model is highly valid in terms of both identification and remediation of major instructional problems in prototype multi-media lessons, and that it is effective in terms of facilitating statistically significant differences in student achievement and attitudes favoring the revised versions of multi-media lessons. An appendix is a copy of the Student Reactionnaire. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01