How Might Classroom Time Be Used Given WWW‐Based Lectures?
How Might Classroom Time Be Used Given WWW‐Based Lectures?
复制标题
基于 WWW 的讲座如何利用课堂时间？
DOI：
10.1002/j.2168-9830.1998.tb00350.x
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发表时间：
1998
影响因子：
3.4
通讯作者：
S. Weiner
中科院分区：
文献类型：
--
作者：
D. Wallace;S. Weiner
本文探讨了如何传统的讲座时间可能会使用有效的基于Web的课件提供通常在课堂上提出的材料。在概述了基于网络的教育材料后，使用关于视觉原型的产品设计讲座比较了两种教学方法的有效性。一组学生使用基于网络的材料准备课程，然后在课堂上接受讲座式的主题第二次报道（网络+课堂讲座）。另一组学生使用相同的基于网络的材料准备课程，然后与教师合作，仅应用主题的一小部分，说明性示例（网络+有限的经验）。然后，两个小组完成了一项基于主题的任务。网络+有限经验组的平均成绩比网络+课堂演讲组高10.8%。达到的显著性水平为0.001提供了非常强有力的证据来拒绝两组表现相同的假设。对两组学生如何使用网络讲座资源的分析表明，课堂教学形式对学生自主学习的动机有很大影响。网络+有限经验组的平均网络准备时间是网络+课堂演讲组的平均准备时间的1.6倍。60%的网络+课堂演讲组的准备少于网络+有限经验组中准备最少的学生。这些研究结果表明，如果编纂的材料主要是使用互联网等媒介提供的，传统的课堂时间可能会被释放出来，用于潜在的更高附加值的活动，如指导和体验活动。
This paper investigates how traditional lecture time might be used given the availability of effective web‐based courseware for delivering materials typically presented in the classroom. After providing an overview of web‐based educational materials, the effectiveness of two teaching approaches is compared using a product design lecture on visual prototyping. One group of students prepared for class using web‐based materials and then received a lecture‐style second coverage of the topic in class (web+class lecture). The other group of students prepared for class using the same web‐based materials and then worked with the faculty, applying only a small portion of the subject matter, on illustrative examples (web+limited experience). The two groups then completed an assignment based on the subject matter. The average grade performance of the web+limited experience group was 10.8% higher than for the web+class lecture group. An achieved significance level of 0.001 provides very strong evidence to reject the hypothesis that the two groups performed equally. Analysis of how the two student groups used the web‐lecture resource showed that the form of class instruction had a strong influence on student motivation for independent study. The average time spent in web‐based preparation by the web+limited experience group was 1.6 times greater than the average preparation time for the web+class lecture group. Sixty percent of the web+class lecture group prepared less than the least prepared student in the web+limited experience group. These findings suggest that, if codified materials are primarily delivered using a medium such as the WWW, traditional classroom time might be liberated for potentially higher value‐added activities such as mentoring and experiential activities.