Does Sequence Matter? Productive Failure and Designing Online Authentic Learning for Process Engineering

Autor/inn/en	Lai, Polly K.; Portolese, Alisha; Jacobson, Michael J.
Titel	Does Sequence Matter? Productive Failure and Designing Online Authentic Learning for Process Engineering
Quelle	In: British Journal of Educational Technology, 48 (2017) 6, S.1217-1227 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12492
Schlagwörter	Failure; Engineering Education; Electronic Learning; Professional Development; Sequential Approach; Instructional Effectiveness; Achievement Gains; Knowledge Level; Transfer of Training; Instructional Design; Adult Education; Technical Occupations + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Schrittfolge; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Wissensbasis; Training; Transfer; Ausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Technical occupation; Technischer Beruf
Abstract	This paper presents a study that applied both "productive failure" (PF) and "authentic learning" instructional approaches in online learning activities for early-career process engineers' professional development. This study compares participants learning with either a PF (low-to-high [LH]) or a more traditional (high-to-low) learning sequence--the only difference between groups was the sequence of activities. In line with recent research on PF, this simple learning design tweak had a substantial effect--participants in the LH condition demonstrated significantly higher learning gains than those in the high-to-low condition on measures of conceptual knowledge and transfer. This paper concludes with implications for designing online learning experiences and discusses how careful attention to design decisions, such as activity sequence, can have a meaningful impact without increasing learning time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01