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1.
Jiska Cohen 《教育心理学》1984,4(1):51-60
Individual learning differences under competitive and co‐operative methods of instruction were investigated. It was hypothesised that: (a) students would learn more when the method was matched to the student's preference and that (b) the co‐operative (and tutorial) methods would promote more favourable attitudes toward peer students. One hundred and thirty‐two female students participated in the experiment. In the first part of the experiment they were asked to state their preferences and in the second part, half of the students received their preferred method of instruction. Both hypotheses were confirmed. In addition, it was found that students who preferred competition had better initial knowledge of the material, learned more during the learning experience and held somewhat less favourable attitudes toward their peers. The analysis of the results suggests that the interaction between goal, individual, subject‐matter and learning methods needs to be taken into account when determining an optimal method of instruction. 相似文献
2.
Joe D. Nichols 《Educational Research and Evaluation》2013,19(3):246-260
ABSTRACT The effects of cooperative group learning on students’ persistence, self‐regulation, and efforts to please teachers and parents were examined. Eighty‐one high school geometry students were randomly assigned to either a cooperative learning or traditional lecture group. Twenty‐seven students received cooperative group instruction for nine weeks and then received traditional classroom instruction for nine weeks. Twenty‐five students received traditional instruction for nine weeks and then received cooperative group instruction for nine weeks. Twenty nine students received traditional classroom instruction for 18 weeks. Participants completed pre, post, and post‐posttest motivation questionnaires at each phase of the project. Students in the cooperative group classrooms exhibited significantly greater gains in persistence, self‐regulation, and efforts to please their parents and teacher. The implications of these findings for motivation theory and cooperative group structures are discussed. 相似文献
3.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
4.
A multimediated self‐instructional program was developed to introduce new concepts and techniques in an emerging area of nursing education. Two field testings of this instructional program were conducted with nursing students enrolled in a university. The results indicated that cognitive achievement did not differ between students taught by multimediated self‐instruction and lecture‐discussion. Students were able to effectively learn new nursing content through both teaching methods. There was no significant relationship found between students’ opinions about the instructional method experienced and their cognitive achievement. Students expressed some unfavourable feelings towards multimediated self‐instruction, possibly related to their general lack of prior experience with independent study or videotaped instruction. The effective use of multimediated self‐instruction is discussed. 相似文献
5.
Daesang Kim Dong‐Joong Kim 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):62-70
The objective of this study was to investigate the effects of three different screen sizes (small, medium and large) and two types of multimedia instruction (text only and text with pictorial annotation) on vocabulary learning. One hundred thirty‐five Korean middle school students learning English as a foreign language were randomly distributed into six groups and were given a pretest, a self‐study multimedia instruction, a posttest and a retention test online. The pretest, posttest and retention test were identical and included 30 vocabulary questions. Results show that the large screen multimedia instruction helped the students to learn English vocabulary more effectively than the small screen instruction as demonstrated on both the posttest and retention test. However, there was little difference in vocabulary learning between the text‐only and text‐with‐pictorial annotation instructions. Although visual perception can be influenced by each learner's expectations and knowledge, using a smaller screen for instruction causes more challenges for learners to perceive and comprehend vocabulary learning. 相似文献
6.
Learning preferences differences and similarities of field‐dependent/independent college students were investigated with an emphasis on the usage of a computer‐assisted instruction (CAI) program designed for an ornamental horticulture class. The study was undertaken to improve the quality of a CAI program and the quality of instruction within the course. After administration of the Group Embedded Figures Test (GEFT) instrument, qualitative interviews further investigated how each participant conceptualised their learning process. The findings were congruent with the theory of field dependency. In addition, results indicated that field‐independent students felt that using CAI was beneficial, but may prove to be more advantageous with provided structure. In contrast, field‐dependent students did not feel there was benefit in using the CAI program, but with provided structure, benefits may occur. However, both field‐dependent/independent students would prefer a greater usage of visuals in this CAI program. Both groups of students expressed advantages to the use of the CAI program but preferred traditional instructional methods of laboratory and lecture to CAI as their primary source of information. 相似文献
7.
This study investigates the potential of enhancing students' learning of difficult science concepts by exploring the interaction
between teachers' four different instructional approaches and students' four different learning preference styles. Students'
immediate performance and their retention for learning of buoyancy concepts serve to examine the effects, using the concept
of “buoyancy,” which has been classified as a difficult concept because it is at a higher hierarchical level and involves
the understanding of both matter and process. Results indicate that students' post-test scores were significantly affected
by both the types of instruction and students' learning preference styles; while students' retention test scores were significantly
affected by the types of instructions. Moreover, this study does not support that matching teaching style with students' learning
preference would make students' learning more effective. Nevertheless, because procedural learning preference styles (QB-learning
preference) students performed better on the retention test than other learning preference styles students, it indicates the
possibility that procedural learners are more efficient than others for learning such higher hierarchical and difficult concepts,
regardless of the types of instruction students receive. 相似文献
8.
Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical) teaching methods on students' retention of information and performance. For each year of the study, the course was divided into two time periods. The first half was dedicated to instructor-led lectures, followed by a control survey in which the students rated the efficiency of pedagogical learning on a five-point Likert scale from one (strongly disagree) to five (strongly agree). During the second period, students engaged in andragogical learning via peer-led seminars. An experimental survey was then administered to students using the same scale as above to determine students' preferred teaching method. Raw examination scores and survey results from both halves of the course were statistically analyzed by ANOVA with Newman-Keuls multiple comparison test. By the end of the study, student preference for peer-led seminars increased [mean ± SD: (2.47 ± 0.94)/(4.03 ± 1.36), P < 0.04], and examination scores significantly increased [mean ± SD: (73.91% ± 13.18)/(85.77 ± 5.22), P < 0.001]. A majority of students (68.8%) preferred a method that contained peer-led seminars and instructor-led lectures. These results may indicate that integration of active and passive learning into undergraduate courses may have greater benefit in terms of student preference and performance than either method alone. 相似文献
9.
This study investigated student exposure to and preference for eight instruction procedures used to teach college courses. The options were programmed instruction, computer-assisted instruction, modular instruction, contingency management and contingency contracting, personalized system of instruction or Keller Plan, individually prescribed instruction, large lecture and lecture-discussion. Six hundred students from six different colleges and universities were surveyed on a number of items related to their exposure and preferences of the eight instructional options. Results of the study indicated exposure to various options were significantly different among schools. There were also large differences among the various major areas of concentration. Student preferences were found to be influenced by such factors as area of concentration, grade point average, strength of learning modalities, class standing, and course content. The data also indicated that perhaps student choice of instructional method may be as effective as a method of individualizing instruction as trying to develop one all inclusive strategy. 相似文献
10.
The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom. 相似文献
11.
This study investigated whether videotape‐mediated instruction has any effect on the learning of the principles of audiovisual instruction, and on the development of practical skills. A total of 100 students were used as the sample population, 50 students (control group) receiving lectures on the selected concepts and the other 50 (experimental group) receiving both videotaped and lecture‐based instruction. Results indicated that the experimental group gained more, in general, than did the control group. 相似文献
12.
Blanche W. O'Bannon Gary J. Skolits Jennifer K. Lubke 《Journal of Research on Technology in Education》2017,49(3-4):103-116
This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms. (Keywords: 21st-century skills, interactive textbooks, iBooks, ebooks, teacher education) 相似文献
13.
Lectures continue to be the dominant form of university teaching, and lecture capture technologies are tentatively taken up to support this form of delivery, rather than being used as a viable alternative. Much of the previous research, however, has been self-reports or survey-based, with far less attention given to qualitative explorations. This study aims to bridge this gap by using qualitative methods in order to examine students’ experiences of lecture capture provisions within the context of their own learning by utilising six focus groups to generate data. Thematic analysis was used to understand group opinions and experiences of lecture capture within university teaching. Two conceptual themes emerged: enhancing the learning environment and working and learning strategically. Results show that the value of lecture capture provisions could not be fully evaluated by students without considering their current learning environments. The main positive function of lecture capturing was to alleviate negative perceptions of lectures as a learning event, but it also provided students an opportunity to learn strategically. The extent to which lecture capturing develops and enhances the learning experience is discussed. Recommendations for how universities could utilise lecture capturing are proposed. 相似文献
14.
Enhancement of anatomical learning and developing clinical competence of first‐year medical and allied health profession students 
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下载免费PDF全文 Sarah A. Keim Janssen Stephane P. VanderMeulen Valerie K. Shostrom Carol S. Lomneth 《Anatomical sciences education》2014,7(3):181-190
Hands‐on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first‐year health profession students. This study integrated teaching the Lachman test into a first‐year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First‐year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands‐on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post‐test and survey. Students with hands‐on training performed significantly better than students with lecture‐only training in completing the checklist, a post‐test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands‐on training compared to students receiving lecture‐only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands‐on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. Anat Sci Educ 7: 181–190. © 2013 American Association of Anatomists. 相似文献
15.
Marit Wijnen Sofie M. M. Loyens Lydia Schaap 《Interactive Learning Environments》2016,24(8):1907-1921
This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL condition, a lecture condition, or a self-study condition. All participants had the opportunity to study the same text. Their knowledge acquisition was tested on both an immediate post-test and a delayed post-test, one week later. The results showed beneficial effects for the PBL group on the immediate and the delayed test compared to the lecture group. There were no differences between knowledge acquisition scores for the self-study condition and either of the other conditions. Moreover, no differences on knowledge retention were shown, because the decline in performance over time was equal in all conditions. In conclusion, the present study provides experimentally based evidence of the disadvantageous effects of instruction through lectures compared to PBL. 相似文献
16.
Raymond P. Perry Dieter J. Schonwetter Jamie-Lynn Magnusson C. Ward Struthers 《Research in higher education》1994,35(3):349-371
Although researchers have begun to examine how perceptions of academic performance affect college students' achievement striving,
little is known about these linkages in different instruction settings. Students' explanatory schemas, for example, may act
as buffers against the deleterious effects of poor-quality instruction. As well, effective instruction may serve to compensate
for other schemas that predispose students to failure. Three causal schema groups were created by informing students that
their performance on a prelecture test was due to either ability, effort, or test difficulty. Students then observed a videotaped
lecture presented by a low- or a high-expressive instructor, after which they wrote a test and completed a questionnaire.
When instruction was ineffective, the effort and ability schemas produced better performance in low-perceived-success students,
whereas no differences occurred between schema groups in high-perceived-success students. When instruction was effective,
the three schemas led to similar achievement patterns in both low- and high-perceived-success students. These results were
discussed in terms of buffer and compensation effects. 相似文献
17.
Students’ reasoning about electricity: combining performance assessments with argumentation analysis
Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher‐centred versus hands‐on instruction; on the other hand, hands‐on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands‐on approach as well as the concept mapping adaptation were totally new. Our hands‐on approach followed instruction based on “learning at work stations”. A total of 397 high‐achieving fifth graders participated in our study. We used a pre‐test, post‐test, retention test design both to detect students' short‐term learning success and long‐term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher‐centred approach provided higher short‐term learning success, hands‐on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short‐term increase in knowledge. Regularly placed in instruction, it might increase long‐term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes. 相似文献
18.
The aim of the present study is to explore the effects of Meta‐strategic Knowledge (MSK) on scientific inquiry learning. MSK is a subcomponent of metacognition defined as general, explicit knowledge about thinking strategies. Following earlier studies that showed considerable effects of explicit instruction of MSK regarding the strategy of variables control, the present study explores whether similar effects are found in two additional scientific thinking strategies: Define Research Questions and Formulate Research Hypotheses. Participants were 119 eighth‐grade students from six classes of a heterogeneous school. Equal numbers of low‐achieving and high‐achieving students were randomly assigned into experimental and control groups. The findings showed dramatic developments in students’ performance following instruction. The effect of the treatment was preserved in a delayed transfer test. Our findings show that explicit teaching of MSK had a stronger effect for low‐achieving students than for high‐achieving students. The implications of the findings for teaching and learning in the context of scientific inquiry are discussed. 相似文献
19.
20.
Reuven Lazarowitz Technion Haifa Jehuda Huppert 《International Journal of Science Education》2013,35(1):67-77
The learning unit, ‘The Cell’, was implemented in a ninth grade junior high school biology course using an individualized audio‐tutorial (IAT) method of instruction. Students’ learning environment their attitudes toward the method and toward science and the understanding of the process of science were investigated. The sample consisted of 105 students in the experimental group and 65 in the control group which was instructed in a traditional lecture‐laboratory method. Data were treated by analysis of covariance and the t‐test results indicate that aspects of the learning environment, such as cooperation and cohesiveness did not diminish in the IAT group, and that factors such as cliqueness, favouritism and competition did not increase. While students expressed favourable attitudes toward some aspects of the IAT method (performing experiments individually, development of independent thinking, self‐examination, rate of learning and self‐achievement), no changes occurred in their attitudes toward science and their understanding the processes of science as a result of being instructed in an IAT setting. Regarding differences between girls and boys, girls expressed more favourable attitudes than boys toward the individualized aspects of the IAT method. 相似文献