Computer-Assisted Instruction With Small Groups Of Mildly Handicapped Students

Abstract

This article presents two studies on the use of computer-assisted instruction and cooperative learning with dyads of mildly handicapped students. These studies were intended (a) to test the effects of an experimental intervention involving training in cooperative learning and cooperative goal structures and (b) to identify peer interactions that were positively and negatively related with learning. In both studies, students worked together to complete computerized instructional activities on capitalization and punctuation. The experimental intervention produced significant increases in behaviors that were positively related with learning, but it did not produce significant increases in learning (as measured by a posttest) in either study. One possible explanation for this apparent paradox is that the experimental intervention also produced elevated levels of behaviors—keyboard sharing and dictation—that were negatively related with learning. The computer may represent a unique learning environment in which competition for the keyboard and salient game rewards may undermine the positive effects of cooperative learning.