Instructor Clarity, Generative Processes, and Mastery Goals: Examining the Effects of Signaling on Student Learning

Autor/in	Bolkan, San
Titel	Instructor Clarity, Generative Processes, and Mastery Goals: Examining the Effects of Signaling on Student Learning
Quelle	In: Communication Education, 66 (2017) 4, S.385-401 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2017.1313438
Schlagwörter	Mastery Learning; Cognitive Tests; Teaching Methods; Learning Processes; Cues; Goal Orientation; Hypothesis Testing; Epistemology; Familiarity; Correlation; Regression (Statistics); College Students; College Faculty; Teacher Behavior; Organization + Suchen Sie Ihr Suchwort? Kognitiver Fähigkeitstest; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Stichwort; Zielorientierung; Zielvorstellung; Hypothesenprüfung; Hypothesentest; Erkenntnistheorie; Korrelation; Regression; Regressionsanalyse; Collegestudent; Fakultät; Teacher behaviour; Lehrerverhalten; Organisation; Organisationsstruktur
Abstract	This study examined how, and under what conditions, teacher clarity (i.e., structure/signaling) impacts student learning. One hundred and forty eight students reported their propensity to approach their studies with a mastery orientation and were randomly exposed to a lesson on persuasion that was either signaled or not. After the lesson, students reported the extent to which they were able to organize the information in a coherent manner and took a test of their cognitive learning. Results indicated that, compared with the unsignaled lesson, students exposed to the signaled lesson scored higher on a test of cognitive learning to the extent that they were able to organize information meaningfully. However, the indirect effect of signaling on learning through organization was only evident for students who scored low on a measure of mastery orientation. Results are discussed as they pertain to our knowledge of clear teaching and the generative process of student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01