33.10 Summary

This paper has reviewed many studies comparing various forms of learner-controlled, computer-based instruction with program-controlled CBI. These studies had been theoretically predicted to show learner control superior to program control. However, empirical findings related to these predictions have been disappointing.

A closer examination of these studies showed that a number of mediating factors were likely responsible for the poor performance under learner control. It was found that many students simply were not capable of making good use of the control they were given. Two large categories of individual difference variables were suggested to be important in identifying these students: rational-cognitive variables and emotional-motivational variables.

In particular, both student prior knowledge and ability were found to predict student success under learner control. Prior knowledge was found to be related to the capacity of the students to estimate the amount of instructional support they would need. Students with little knowledge were not able effectively to monitor their comprehension, and thus were not able to gauge the degree of instructional support they would need. Additionally, student ability was viewed as related to the learning strategies individual students bring to bear when faced with a learning problem. Lower-ability students typically do not have the repertoire of learning strategies available to them that higher-ability students do. Some suggestions were offered for accommodating these differences within learner-controlled instruction.

The student's level of motivation was also found to be a potentially important variable in explaining the overall effects of learner control. In particular, attributional theory was offered as an example of a well-grounded framework for understanding motivated student behaviors and effort, and for adapting instruction to meet the needs of students with maladaptive attributional patterns.