A Multicenter Study of Students' Sensitivity to Screen-Update Delay

Autor/inn/en	Walsh, Vonda K.; Bush, H. Francis; Squire, James C.; Sullivan, Gerald A.
Titel	A Multicenter Study of Students' Sensitivity to Screen-Update Delay
Quelle	In: Contemporary Issues in Education Research, 4 (2011) 6, S.7-14 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Educational Technology; Electronic Learning; Cognitive Style; Student Attitudes; Psychological Patterns; Comprehension; Time; Teaching Methods; Simulation; Models; Adolescents; Young Adults; College Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Cognitive styles; Kognitiver Stil; Schülerverhalten; Verstehen; Verständnis; Zeit; Teaching method; Lehrmethode; Unterrichtsmethode; Simulation program; Simulationsprogramm; Analogiemodell; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Collegestudent
Abstract	In a climate of shrinking educational budgets, online learning courses offer many advantages; however there are several possible problems associated with electronic learning. There may be problems associated with learning style preferences, student apathy, instructional support, accessibility, and problems with technology. This paper examines a technological problem associated with the effects of screen-update-delay and student enjoyment, student self-reported comprehension, and student objective comprehension. In particular, this paper attempts to identify the point at which longer screen updates will be detrimental to the student's enjoyment and/or have a significant negative impact on the student's self-reported comprehension and retention of material. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01