The Effects of Student-Instructor Interaction and Paired/Individual Study on Achievement in Computer-Based Training

1992 ◽  
Author(s):  
Stanley D. Stephenson
Keyword(s):  
Individual Study ◽  
Computer Based Training ◽  
Instructor Interaction ◽  
Computer Based ◽  
Student Instructor

Asynchronous vs. Synchronous Interaction

2011 ◽  
pp. 122-131
Author(s):  
Tiong Kung-Ming ◽  
Sim Khoon-Seng
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Rapid Development ◽  
Educational Process ◽  
Future Trends ◽  
Computer Based Learning ◽  
Synchronous Interaction ◽  
Instructor Interaction ◽  
Computer Based ◽  
Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

Asynchronous vs. Synchronous Interaction

2011 ◽  
pp. 104-113 ◽  
Author(s):  
Tiong Kung-Ming ◽  
Sim Khoon-Seng
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Rapid Development ◽  
Educational Process ◽  
Future Trends ◽  
Computer Based Learning ◽  
Synchronous Interaction ◽  
Instructor Interaction ◽  
Computer Based ◽  
Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

The Effect of Student-Instructor Interaction on Achievement in a Dyad Computer-Based Training (CBT) Environment

1992 ◽  
Vol 21 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Stanley D. Stephenson
Keyword(s):  
Student Interaction ◽  
Traditional Classroom ◽  
Social Functions ◽  
Computer Based Training ◽  
Software Developer ◽  
The Social ◽  
Instructor Interaction ◽  
Computer Based ◽  
The Impact

Most computer-based training (CBT) research has ignored variables other than the software itself. Yet there are other factors which can influence achievement. This study explored the impact of instructor-student interaction when students worked CBT in pairs. Compared to an earlier study in which instructor interaction positively influence achievement when students worked CBT individually, instructor interaction had no effect on achievement. Evidently, many if not all of the social functions served by the instructor in the traditional classroom can be provided by a CBT team partner. Implications of these results, to include the role of the instructor and the responsibility of the software developer, are discussed.

Computer‐based Training Applied to Permit to Work Systems: an Evaluation

1996 ◽  
Vol 33 (3) ◽  
pp. 218-228 ◽  
Author(s):  
Georgina Slaven ◽  
John Boyle ◽  
Barry Murton ◽  
Alan Hunt ◽  
Linda Charnley
Keyword(s):  
Work Systems ◽  
Computer Based Training ◽  
Computer Based

scholarly journals The Profound Heterogeneity of Substance Use Disorders: Implications for Treatment Development

2021 ◽  
pp. 096372142110269
Author(s):  
Kathleen M. Carroll
Keyword(s):  
Substance Use ◽  
Substance Use Disorders ◽  
Behavioral Therapy ◽  
Full Range ◽  
Treatment Development ◽  
Computer Based Training ◽  
Tailored Interventions ◽  
Effective Interventions ◽  
Computer Based ◽  
Disorder Type

A single treatment approach will never be sufficient to address the diversity of individuals with substance use disorders (SUDs). SUDs have historically defied definition through simple characterizations or models, and no single characterization has led to the development of broadly effective interventions. The range of dimensions of heterogeneity among individuals with SUDs, including severity of the disorder, type of substance, and issues that frequently co-occur, underscores the need for highly tailored approaches. Personalized medicine for individuals with SUDs will require two major developments. First, given the diversity of individuals with SUDs, multivariate phenotyping is needed to identify the particular features driving addictive processes in a given individual. Second, a wider range of interventions that directly target core mechanisms of addiction and the problems that co-occur with them is needed. As clinicians cannot be expected to master the full range of interventions that may target these core processes, developing interventions that can be delivered easily, flexibly, and systematically via technology will facilitate the ability to truly tailor them to this highly complex and challenging population. One such technology-delivered intervention, Computer-Based Training for Cognitive Behavioral Therapy (CBT4CBT), is used as an example to illustrate a vision for the future of highly tailored interventions for individuals with SUDs.

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