Combining cognitive learning theory and computer assisted instruction for deaf learners.
This study investigated the effects of implementing cognitive learning theory principles in computer assisted instruction of educational psychology concepts. A total of 19 preservice deaf teachers participated in the study. We used a pre-post design to measure the learning and attitude changes of the teachers. The results of the analysis of pretests and posttests of cognitive outcomes indicated that significant learning occurred as a result of the computer-based instruction. Also, the majority of the students reacted positively to the quality of the lessons. The results also suggest that applying an appropriate theoretical framework to the design of instruction offers an avenue for meaningfully addressing the appropriate use of technology.
Mertens
D M
DM
Department of Educational Foundations and Research, Gallaudet University.
Rabiu
J
J
D000328:Adult; D003197:Computer Literacy; D003194:Computer-Assisted Instruction / Q000592:standards*; D003201:Computers; D003638:Deafness; D006233:Persons with Disabilities / Q000193:education*; D004519:Education, Special / Q000592:standards; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D013334:Students; D011795:Surveys and Questionnaires