Delaying instruction: evidence from a study in a university relearning setting.

Autor/inn/en	Westermann, Katharina; Rummel, Nikol
Titel	Delaying instruction: evidence from a study in a university relearning setting.
Quelle	In: Instructional science, 40 (2012) 4, S. 673-689Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0020-4277; 1573-1952
DOI	10.1007/s11251-012-9207-8
Schlagwörter	Lernpsychologie; Pädagogische Psychologie; Kooperatives Lernen; Lernen; Mathematik; Kollaboration; Universität; Instruktion
Abstract	To promote student learning in a relearning situation in university-level mathematics, [the authors] developed the learning method TAU (Think Ask Understand). TAU provides support (i.e. a role script) for students' interaction during a collaborative problem-solving phase at the beginning of the learning process, while content-related instruction is delayed until a subsequent phase. As the contents targeted in university-level mathematics are complex, withholding instruction will most likely result in students' failure to solve problems, even in relearning situations. However, there is reason to believe [...] that due to their collaborative grappling with the contents, students will be better prepared to benefit from the subsequent instruction phase and thus ultimately learn more than students who receive instruction right at the beginning. In a four-week, in vivo experiment with 76 students, [the authors] compared TAU to a direct instruction condition (i.e. a condition in which students received instruction right at the beginning). Post-test analyses showed a significant interaction effect between condition and week: Students in the TAU condition outperformed students in the direct instruction condition in all weeks but the first. The results suggest that the more students were familiarized with TAU, the better their learning outcomes became. [The] process data further [indicates] that students collaborated fruitfully in accordance with the role script and increasingly internalized the script. This collaboration may then have paved the way for increased learning from the subsequent instruction. [The] results provide evidence that delaying instruction can also promote learning in relearning situations and at the university level. Moreover, [the] findings call into question whether all support must be delayed; the primary issue may not be whether or not to provide support, but rather when to provide which kind of support. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1