The Moderating Effect of Instructional Conceptions on the Effect of Powerful Learning Environments

Autor/inn/en	Sarfo, Frederick Kwaku; Elen, Jan
Titel	The Moderating Effect of Instructional Conceptions on the Effect of Powerful Learning Environments
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 36 (2008) 2, S.137-153 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-007-9023-8
Schlagwörter	Experimental Groups; Control Groups; Quasiexperimental Design; Instructional Design; Computer Assisted Instruction; Educational Practices; Teaching Methods; Academic Achievement; Pretests Posttests; Educational Environment; Vocational Schools; Secondary Education; Intervention + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Sekundarbereich
Abstract	This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The study also investigated the influence of learning in a 4C/ID PLE on students' instructional conceptions. To achieve its goal, a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both in the pre-and the post-test to assess students' instructional conceptions. Pre- and post-tests contain retention and transfer items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating effects of students' instructional conceptions on the learning environments. Finally, the results indicate that students' instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and practical implications of the results for the instructional design and technology community as well as educational practice are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10