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Autor/inn/en | Fatemi, Darius; Marley, Robert; Marquis, Linda M. |
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Titel | A Comparison of the Long-Term Learning Effects of Comprehensive and Topic-Specific Practice Set Assignments |
Quelle | In: Journal of Education for Business, 90 (2015) 7, S.394-401 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0883-2323 |
DOI | 10.1080/08832323.2015.1081864 |
Schlagwörter | Comparative Analysis; Assignments; Educational Practices; Longitudinal Studies; Long Term Memory; Problem Sets; Teaching Methods; Accounting; Retention (Psychology); Business Administration Education; Instructional Innovation; Hypothesis Testing; Achievement Tests; Achievement Gains; Instructional Effectiveness; College Students Assignment; Auftrag; Zuweisung; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Langzeitgedächtnis; Problemstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Abrechnung; Buchführung; Buchhaltung; Merkfähigkeit; Educational Innovation; Bildungsinnovation; Hypothesenprüfung; Hypothesentest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Collegestudent |
Abstract | The authors examined the long-term learning effects of two different practice set assignment approaches on business students' long-term learning: a comprehensive, multiple-period practice set and a topic-specific practice set. Student learning was measured longitudinally across semesters. The authors found evidence that students using a comprehensive practice approach retain more long-term knowledge than those using a topic-specific practice approach, though the results are not uniformly positive. While the results support the use of a comprehensive pedagogical approach, they also highlight the importance of obtaining empirical evidence before changing pedagogical approaches. Implications for instructors and textbook authors are also discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |