Effectiveness of Computer-Based Instructional Visualization and Instructional Strategies on e-Learning Environment
Learning with visualization is a new trend for the teaching and learning environment. However, in this study the question is do all types of visualization and strategies equally affect achieving various learning objectives? How computer generated question
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Abstract Learning with visualization is a new trend for the teaching and learning environment. However, in this study the question is do all types of visualization and strategies equally affect achieving various learning objectives? How computer generated questions with and without feedback strategies affect achievement of learning objective? To investigate the effectiveness of different types of visualization and strategies, researchers developed three different types of instructional modules (static, animated and interactive) and two types of instructional strategies (question and feedback). A total of 540 students were selected to conduct the study with specific matching criteria. MANOVA was done to find out group differences in different conditions. The results showed a momentous mean difference in different conditions i.e., in interactive visualization condition students performed better than animated and static condition; besides, question and feedback conditions were more effective than no strategies and only question conditions with respect to various learning outcome. The result is discussed critically from several theoretical focal points.
Keywords Interactive instructional visualization Instructional strategies Method of instruction Learning objective e-Learning
Sanju Saha (&) University of Calcutta, Alipore Campus, 1 Reformatory Street, Kolkata 700027, India e-mail: [email protected] Santoshi Halder Department of Education, University of Calcutta, Alipore Campus, 1 Reformatory Street, Kolkata 700027, India e-mail: [email protected] © Springer Science+Business Media Singapore 2016 S.C. Satapathy et al. (eds.), Proceedings of the International Congress on Information and Communication Technology, Advances in Intelligent Systems and Computing 439, DOI 10.1007/978-981-10-0755-2_43
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Sanju Saha and Santoshi Halder
1 Introduction In the Indian education system, one of the major problems is enormous student– teacher ratio [1]. In developed countries this ratio stands at 11.4 and in India, it is as high as 22.0 (The United Nations Educational, Scientific and Cultural Organization, UNESCO 2009). It is even lower in Commonwealth Independent States (CIS) 10.9, Western Asia 15.3, and Latin America 16.6 [2]. Research ensures that in India, even today 20 % of the schools have just one teacher [1]. Various published reports, such as Annual Status of Education Report (ASER), the Programme for International Students Assessment (PISA) and the Quality Education Study (QES) state that in teaching and learning process especially in science learning, the drop-out rate is 5–10 % in the past few years [1]. Nevertheless, compared with 74 other countries, students of India are ranked second to last at 73rd position, just above Kyrgyzstan in respect of drop-out rate in the teaching and learning [1]. Now the question that arises is why this vast difference ratio in respect of global orientation? Is there some gap or erroneous way being followed in the teaching learning process? To handle the abov
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