Research on Teaching, Learning & Technology

Ways to Structure the Delivery of Information Using Educational Technology

This Page

The Best Choice .... according to the experts

If you want to deliver course content or other information on the Web or a CD, there are many ways to do so. Most methods fall into one or more of seven categories:

Rationale

  1. A tutorial is used to introduce new information that must be taught in a sequential manner.
  2. Drill and Practice exercises provides opportunities for practice when mastery of a new skill or information is desired.
  3. Games are used to provide motivating and engaging opportunities for practice after a skill or new information is taught.
  4. Simulation is most often used when practicing a skill in its real context is too costly or dangerous.
  5. Problem solving helps students develop skills in logic, solving problems, and following directions, and is generally used to augment higher order thinking skills.
  6. Demonstration or presentation is best used to support the introduction of new information.

Basic Information

Tutorial

The most common of all techniques is the tutorial. It is used to introduce new information that must be taught in a sequential manner. It is useful for teaching factual information, simple discrimination, rules, and simple application of rules.

Here are some elements that should be included in most tutorials:

  1. Lessons should begin with title screens that notify the learner that a new section is being presented, and what is expected of the learner.
  2. In a lesson, screens should be "sparse" in terms of content density wherever possible. A segment of instruction should be broken into small, discrete steps presented sequentially.
  3. Large text sizes should be used wherever possible. Use at least twelve-point text, if not fourteen- or eighteen-point.
  4. Directions and help should be provided throughout the tutorial.
  5. Make sure placement of directions and graphics on the screen is consistent wherever possible, and the directions themselves follow a standard delivery protocol. Most people have difficulty with an inconsistent interface.
  6. When a new concept is introduced, precede it with a prompt that will make the learner aware of his or her own thought processes. For example: "Think about X. Type what you know about X." Relate the new concept to some other concept the learner is likely to have knowledge of. Think of it as a mental warm-up.
  7. Periodically assess if comprehension is occurring by asking questions such as:
    1. What do you know about this? (Have the learner write it down.)
    2. What do you need to learn? (Point the learner to appropriate resources.)
    3. What have I just learned? (Have the learner write it down.)
    4. How will I use what I just learned? (Have the learner write it down.)
  8. Summary screens should follow completion of a section of instruction. They inform the learner that a lesson is finished and also organize and provide a synopsis of the material presented.

Drill and Practice

Another commonly used technique is known as drill and practice. It provides opportunities for practice when mastery of a new skill or information is desired. It should be used after initial instruction.

Games

Games supplement other instruction and are used to provide motivating and engaging opportunities for practice after a skill or new information is taught. Games capitalize on the competitive interests of learners and add entertainment value to instruction.

Simulation

The technique of simulation is most often used when practicing a skill in its real context is too costly or dangerous. It provides an opportunity for experimentation, and allows students to test assumptions in a realistic context. Simulations are also used to model real-world situations that are not physically dangerous or costly, in order to build realism and relevance into the learning situation.

Problem Solving

Problem solving is one of the most challenging techniques to develop using educational technologies. It helps students develop skills in logic, solving problems, and following directions, and is generally used to augment higher order thinking skills.

Demonstration/Presentation

Demonstration or presentation is best used to support the introduction of new information. It can also be used as a review tool.

In the Real World

Most learning environments that incorporate educational technologies use one or more of these delivery methods.

A game, for example, might have some of the elements of drill and practice; a tutorial might use problem solving questions.

References

Ausubel, D.P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart, and Winston.

Baker, G., & Bixler, B. (1990). Computer-assisted design techniques for low-literate adults. Computers in Adult Education and Training, 2(1), 18-27.

Bower, G. H. (1970). Organizational factors in memory. Cognitive Psychology, 1, 18-46.

Carman, P. S. (1994). Helping adult learners develop their higher order thinking skills: A handbook for adult literacy practitioners, staff trainers, and curriculum developers. University Park, PA: Institute for the Study of Adult Literacy, Penn State University.

Murray, W. R. (1989). Control for intelligent tutoring systems: A comparison of blackboard architectures and discourse management networks. Machine-Mediated Learning, 3(1), 107-124.

Rigney, J.W. (1980). Cognitive learning strategies and qualities in information processing. In R. Snow, P. Federico, & W. Montague (Eds.), Aptitudes, Learning, and Instruction, Volume I. Hillsdale, NJ: Erlbaum Associates, Publishers.

Additional Links

See Also

Top of Page