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The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction
ARTICLE

Journal of Educational Technology Systems Volume 22, Number 4, ISSN 0047-2395

Abstract

Describes a study of Korean elementary school students that was conducted to investigate the effects of differing types of instructional control strategies and cognitive style on achievement in arithmetic skills using computer-assisted instruction. Hypotheses tested are discussed, time on task is investigated, and future research is suggested. (Contains 46 references.) (LRW)

Citation

Yoon, G.S. (1994). The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction. Journal of Educational Technology Systems, 22(4), 357. Retrieved March 19, 2019 from .

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Cited By

  1. The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment

    Aifang Wang, Ohio University, United States

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1013–1019

  2. Individualizing Instruction in a Web-Based Hypermedia Learning Environment: Nonlinearity, Advance Organizers, and Self-Regulated Learners

    Thomas Fox Mcmanus, Saginaw Valley Sate University

    Journal of Interactive Learning Research Vol. 11, No. 2 (2000) pp. 219–251

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