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

References

• Carrier, C. A. (1984). Do learners make good choices? Instructional Innovator, 29(2), 15–17, 48.
   Google Scholar
• Carrier, C. A., Davidson, G., Higson, V., & Williams, M. (1984). Selection of options by field-independent and -dependent children in a computer-based concept lesson. Journal of Computer-Based Instruction, 11(2), 49–54.
   Google Scholar
• Carrier, C. A., Davidson, G., & Williams, M. (1985). The selection of instructional options in a computer-based coordinate concept lesson. Educational Communication & Technology Journal, 33, 199–212.
   Google Scholar
• Carrier, C. A., & Sales, G. (1987). Pair versus individual work on the acquisition of concepts in a computer-based instructional lesson. Journal of Computer-Based Instruction, 14(1), 11–17.
   Web of Science ®Google Scholar
• Carrier, C. A., & Williams, M. D. (1988). A test of one learner-control strategy with students of differing levels of task persistence. American Educational Research Journal, 25, 285–306.
   Web of Science ®Google Scholar
• Dalton, D. W., Hannafin, M. J., & Hooper, S. (1989). The effects of individual versus cooperative computer-assisted instruction on student performance and attitudes. Educational Technology Research and Development, 37(2), 15–24.
   Web of Science ®Google Scholar
• Doran, M. S. (1994). The effects of individual, cooperative, and collaborative learning structures using a computer simulation in accounting. Unpublished doctoral dissertation, Arizona State University, Tempe.
   Google Scholar
• Dwyer, H., Igoe, A., & Rankin, S. (1993, January). Hypermedia data collection: A researcher’s toolkit. Paper presented at the annual meeting of the Association for Educational Communications and Technology, New Orleans, LA.
   Google Scholar
• Fry, J. P. (1972). Interactive relationship between inquisitiveness and student control of instruction. Journal of Educational Psychology, 63, 459–465.
   Web of Science ®Google Scholar
• Hannafin, M. J. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction. Journal of Instructional Development, 7(3), 6–10.
   Google Scholar
• Hicken, S., Sullivan, H. J., & Klein, J. D. (1992). Learner-control modes and incentive variations in computer-delivered instruction. Educational Technology Research and Development, 40(4), 15–26.
   Web of Science ®Google Scholar
• Hooper, S. (1992). Effects of peer interaction during computer-based mathematics instruction. Journal of Educational Research, 85(3), 180–189.
   Web of Science ®Google Scholar
• Hooper, S., Temiyakarn, C., & Williams, M. D. (1993). The effects of cooperative learning and learner control on high- and average-ability students. Educational Technology Research and Development, 41(2), 5–18.
   Web of Science ®Google Scholar
• Hurlock, R. E., Lahey, G. F., & McCann, P. H. (1974, April). Student-controlled versus program-controlled CAI. Paper presented at the meeting of the American Educational Research Association, Chicago. (ERIC ED 089 681)
   Google Scholar
• Igoe, A. R. (1993). Learner control over instruction and achievement goals in computer-assisted instruction. Unpublished doctoral dissertation, Arizona State University, Tempe.
   Google Scholar
• Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Minneapolis: Interaction Book Co.
   Google Scholar
• Johnson, R. T., Johnson, D. W., & Stanne, M. B. (1985). Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction. Journal of Educational Psychology, 77, 668–677.
   Web of Science ®Google Scholar
• Johnson, R. T., Johnson, D. W., & Stanne, M. B. (1986). Comparison of computer-assisted cooperative, competitive, and individualistic learning. American Educational Research Journal, 23(3), 382–392.
   Web of Science ®Google Scholar
• King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27(4), 664–687.
   Web of Science ®Google Scholar
• King, A., & Rosenshine, B. (1994). Effects of guided cooperative questioning on children’s knowledge construction. Journal of Experimental Education, 61(2), 127–147.
   Web of Science ®Google Scholar
• Klein, J. D., Erchul, J. A., & Pridemore, D. R. (1994). Effects of individual versus cooperative learning and type of reward on performance and continuing motivation. Contemporary Educational Psychology, 19, 24–32.
   Web of Science ®Google Scholar
• Klein, J. D., & Pridemore, D. R. (1994). Effects of orienting activities and practice on achievement, continuing motivation, and student behaviors in a cooperative-learning environment. Educational Technology Research & Development, 42(4), 41–54.
   Web of Science ®Google Scholar
• Lopez, C. L., & Harper, M. (1989). The relationship between learner control of CAI and locus of control among Hispanic students. Educational Technology Research and Development, 37(4), 19–28.
   Web of Science ®Google Scholar
• Makuch, J. R., Robillard, P. D., & Yoder, E. P. (1992). Effects of individual versus paired/cooperative computer-assisted instruction on the effectiveness and efficiency of an inservice training lesson. Journal of Educational Technology Systems, 20(3), 199–208.
   Google Scholar
• Mevarech, Z. R., Silber, O., & Fine, D. (1991). Learning with computers in small groups: Cognitive and affective outcomes. Journal of Educational Computing Research, 7(2), 233–243.
   Web of Science ®Google Scholar
• Mevarech, Z. R., Stern, D., & Levita, I. (1987). To cooperate or not to cooperate in CAI: That is the question. Journal of Educational Research, 80, 164–167.
   Web of Science ®Google Scholar
• Milheim, W. D., & Martin, B. L. (1991). Theoretical bases for the use of learner control: Three different perspectives. Journal of Computer-Based Instruction, 18(3), 99–105.
   Web of Science ®Google Scholar
• Pollock, J. C., & Sullivan, H. J. (1990). Practice mode and learner control in computer-based instruction. Contemporary Educational Psychology, 15, 251–260.
   Web of Science ®Google Scholar
• Ross, S. M., Morrison, G. R., & O’Dell, J. K. (1989). Uses and effects of learner control of context and instructional support in computer-based instruction. Educational Technology Research and Development, 37(4), 29–39.
   Web of Science ®Google Scholar
• Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations. Review of Educational Research, 50, 241–272.
   Web of Science ®Google Scholar
• Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Sullivan, H. J., & Higgins, N. (1983). Teaching for competence. New York: Teachers College Press.
   Google Scholar
• Trowridge, D., & Durnin, R. (1984). Results from an investigation of groups working at the computer. Washington, DC: National Science Foundation.
   Google Scholar
• Webb, N. M. (1987). Peer interaction and learning with computers in small groups. Computers in Human Behavior, 3, 193–209.
   Google Scholar
• Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21–39.
   Google Scholar
• Whyte, M. M., Knirk, F. G., Casey, R. J., & Willard, M. L. (1991). Individualistic versus paired/cooperative computer-assisted instruction: Matching instructional method with cognitive style. Journal of Educational Technology Systems, 19(4), 299–312.
   Google Scholar
• Carrier, C. A. (1984). Do learners make good choices? Instructional Innovator, 29(21), 15–17, 48.
   Google Scholar
• Carrier, C. A., Davidson, G., Higson, V., & Williams, M. (1984). Selection of options by field-independent and -dependent children in a computer-based concept lesson. Journal of Computer-Based Instruction, 11(2), 49–54.
   Google Scholar
• Carrier, C. A., Davidson, G., & Williams, M. (1985). The selection of instructional options in a computer-based coordinate concept lesson. Educational Communication & Technology Journal, 33, 199–212.
   Google Scholar
• Carrier, C. A., & Sales, G. (1987). Pair versus individual work on the acquisition of concepts in a computer-based instructional lesson. Journal of Computer-Based Instruction, 14(1), 11–17.
   Web of Science ®Google Scholar
• Carrier, C. A., & Williams, M. D. (1988). A test of one learner-control strategy with students of differing levels of task persistence. American Educational Research Journal, 25, 285–306.
   Web of Science ®Google Scholar
• Dalton, D. W., Hannafin, M. J., & Hooper, S. (1989). The effects of individual versus cooperative computer-assisted instruction on student performance and attitudes. Educational Technology Research and Development, 37(2) 15–24.
   Web of Science ®Google Scholar
• Doran, M. S. (1994). The effects of individual, cooperative, and collaborative learning structures using a computer simulation in accounting. Unpublished doctoral dissertation, Arizona State University, Tempe.
   Google Scholar
• Dwyer, H., Igoe, A., & Rankin, S. (1993, January). Hypermedia data collection: A researcher’s toolkit. Paper presented at the annual meeting of the Association for Educational Communications and Technology, New Orleans, LA.
   Google Scholar
• Fry, J. P. (1972). Interactive relationship between inquisitiveness and student control of instruction. Journal of Educational Psychology, 63, 459–465.
   Web of Science ®Google Scholar
• Hannafin, M. J. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction. Journal of Instructional Development, 7(3), 6–10.
   Google Scholar
• Hicken, S., Sullivan, H. J., & Klein, J. D. (1992). Learner-control modes and incentive variations in computer-delivered instruction. Educational Technology Research and Development, 40(4), 15–26.
   Web of Science ®Google Scholar
• Hooper, S. (1992). Effects of peer interaction during computer-based mathematics instruction. Journal of Educational Research, 85(3), 180–189.
   Web of Science ®Google Scholar
• Hooper, S., Temiyakarn, C., & Williams, M. D. (1993). The effects of cooperative learning and learner control on high- and average-ability students. Educational Technology Research and Development, 1(2), 5–18.
   Google Scholar
• Hurlock, R. E., Lahey, G. F., & McCann, P. H. (1974, April). Student-controlled versus program-controlled CAI. Paper presented at the meeting of the American Educational Research Association, Chicago. (ERIC ED 089 681)
   Google Scholar
• Igoe, A. R. (1993). Learner control over instruction and achievement goals in computer-assisted instruction. Unpublished doctoral dissertation, Arizona State University, Tempe.
   Google Scholar
• Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Minneapolis: Interaction Book Co.
   Google Scholar
• Johnson, R. T., Johnson, D. W., & Stanne, M. B. (1985). Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction. Journal of Educational Psychology, 77, 668–677.
   Web of Science ®Google Scholar
• Johnson, R. T., Johnson, D. W., & Stanne, M. B. (1986). Comparison of computer-assisted cooperative, competitive, and individualistic learning. American Educational Research Journal, 23(3), 382–392.
   Web of Science ®Google Scholar
• King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27(4), 664–687.
   Web of Science ®Google Scholar
• King, A., & Rosenshine, B. (1994). Effects of guided cooperative questioning on children’s knowledge construction. Journal of Experimental Education, 61(2), 127–147.
   Web of Science ®Google Scholar
• Klein, J. D., Erchul, J. A., & Pridemore, D. R. (1994). Effects of individual versus cooperative learning and type of reward on performance and continuing motivation. Contemporary Educational Psychology, 19, 24–32.
   Web of Science ®Google Scholar
• Klein, J. D., & Pridemore, D. R. (1994). Effects of orienting activities and practice on achievement, continuing motivation, and student behaviors in a cooperative-learning environment. Educational Technology Research & Development, 42(4), 41–54.
   Web of Science ®Google Scholar
• Lopez, C. L., & Harper, M. (1989). The relationship between learner control of CAI and locus of control among Hispanic students. Educational Technology Research and Development, 37(4), 19–28.
   Web of Science ®Google Scholar
• Makuch, J. R., Robillard, P. D., & Yoder, E. P. (1992). Effects of individual versus paired/cooperative computer-assisted instruction on the effectiveness and efficiency of an inservice training lesson. Journal of Educational Technology Systems, 20(3), 199–208.
   Google Scholar
• Mevarech, Z. R., Silber, O., & Fine, D. (1991). Learning with computers in small groups: Cognitive and affective outcomes. Journal of Educational Computing Research, 7(2), 233–243.
   Web of Science ®Google Scholar
• Mevarech, Z. R., Stern, D., & Levita, I. (1987). To cooperate or not to cooperate in CAI: That is the question. Journal of Educational Research, 80, 164–167.
   Web of Science ®Google Scholar
• Milheim, W. D., & Martin, B. L. (1991). Theoretical bases for the use of learner control: Three different perspectives. Journal of Computer-Based Instruction, 18(3), 99–105.
   Web of Science ®Google Scholar
• Pollock, J. C., & Sullivan, H. J. (1990). Practice mode and learner control in computer-based instruction. Contemporary Educational Psychology, 15, 251–260.
   Web of Science ®Google Scholar
• Ross, S. M., Morrison, G. R., & O’Dell, J. K. (1989). Uses and effects of learner control of context and instructional support in computer-based instruction. Educational Technology Research and Development, 37(4), 29–39.
   Web of Science ®Google Scholar
• Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations. Review of Educational Research, 50, 241–272.
   Web of Science ®Google Scholar
• Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Sullivan, H. J., & Higgins, N. (1983). Teaching for competence. New York: Teachers College Press.
   Google Scholar
• Trowridge, D., & Durnin, R. (1984). Results from an investigation of groups working at the computer. Washington, DC: National Science Foundation.
   Google Scholar
• Webb, N. M. (1987). Peer interaction and learning with computers in small groups. Computers in Human Behavior, 3, 193–209.
   Google Scholar
• Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21–39.
   Google Scholar
• Whyte, M. M., Knirk, F. G., Casey, R. J., & Willard, M. L. (1991). Individualistic versus paired/cooperative computer-assisted instruction: Matching instructional method with cognitive style. Journal of Educational Technology Systems, 19(4), 299–312.
   Google Scholar