Effects of Cooperative Learning and Learner-Control Modes in Computer-Based Instruction

Abstract

The purpose of this study was to investigate the effects of 2 instructional methods (cooperative and individual) and 2 approaches to learner control (full-minus and lean-plus) on practice-test performance, posttest performance, attitudes, option use, and student interactions. The participants worked alone or with a partner on a computer lesson that either provided a full program with the option to bypass instruction or a lean program with the option to request additional instruction. Those participants who worked alone used significantly more optional practice items and had better attitudes toward the instruction than those who worked cooperatively. Participants using the full-minus program used significantly more optional practice, summary, and review than those using the lean-plus program. Full-minus learners also had significantly higher practice-test scores than lean-plus students. However, posttest performance was not influenced by either learner-control mode or instructional method. Implications for the design of computer-based instruction for individuals and cooperative groups are discussed.

Keywords:

• cooperative learning
• learner control
• computer-based instruction
• interaction behaviors