Student Instructional Preferences and Instructional Modification.

Autor/in	Juola, Arvo E.
Titel	Student Instructional Preferences and Instructional Modification.
Quelle	(1976), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Freshmen; College Seniors; College Students; Course Evaluation; Educational Change; Goal Orientation; Higher Education; Instructional Innovation; Questionnaires; School Surveys; Student Centered Curriculum; Student Interests; Student Motivation; Student Reaction; Teaching Methods + Suchen Sie Ihr Suchwort? Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Collegestudent; Bildungsreform; Zielorientierung; Zielvorstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Fragebogen; Studieninteresse; Schulische Motivation; Schülerkritik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Student instructional acitivity preferences and the apparent motives and substance underlying the preferences were analyzed. An 80-item classroom activity preference scale and a 12-item reaction to innovative instructional practices scale were administered to 746 new freshmen at Michigan State University. Responses to the 12-item innovative activity scale were obtained from 1,050 seniors in the spring of 1975 as part of a four-year followup study. Both freshmen and especially seniors appear highly positive toward most of the proposed innovations in academic practices. Students appear to favor innovations in general, but apparently not if the changes proposed appear impersonal, structured, prescriptive, or essentially task-centered. The activities checked by students as undesirable appear to indicate a rejection of serious study-type instructional tasks. Rejected activities seem to be largely those designed to produce systematic coverage of the basic course content and skills with grades and quizzes. The list of activities that students indicate as desirable appears to emphasize the personal element and is only remotely concerned with learning. The items instead appear to encompass activities that give students a feeling of immediate well-being, security or identity, and freedom from prescription, structure, or demands. Questions are raised about the use of student instructional preferences as a primary guide in instructional modification. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC