Delaying instruction: evidence from a study in a university relearning setting
Delaying instruction: evidence from a study in a university relearning setting
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延迟教学：来自大学再学习环境的一项研究的证据
DOI：
10.1007/s11251-012-9207-8
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发表时间：
2012
影响因子：
2.5
通讯作者：
N. Rummel
中科院分区：
文献类型：
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作者：
Katharina Westermann;N. Rummel
为了促进学生在大学数学再学习情境中的学习，我们开发了学习方法TAU（ThinkAskUnderstand）。TAU在学习过程开始时的协作解决问题阶段为学生的互动提供支持（即角色脚本），而与内容相关的教学则推迟到随后的阶段。由于大学数学的内容复杂，不教很可能会导致学生无法解决问题，即使在重新学习的情况下。然而，有理由相信（例如Kapur，Instr Sci 38（6）：523-550，2009），由于他们与内容的合作，学生将更好地准备从随后的教学阶段中受益，从而最终比一开始就接受指导的学生学到更多。在为期四周的体内实验中，76名学生，我们比较了TAU的直接指令条件（即学生在一开始就接受指令的条件）。测试后的分析表明，条件和周之间的显着的相互作用效应：学生在TAU条件优于学生在直接指导条件下，在所有的星期，但第一。研究结果显示，学生对TAU的熟悉程度越高，其学习成效就越好。我们的过程数据进一步表明，学生合作富有成效的角色脚本，并越来越内化的脚本。这种合作可能为从随后的指导中增加学习铺平了道路。我们的研究结果提供的证据表明，延迟教学也可以促进再学习的情况下，在大学水平的学习。此外，我们的调查结果提出了是否必须推迟所有支助的问题;主要问题可能不是是否提供支助，而是何时提供哪种支助。
To promote student learning in a relearning situation in university-level mathematics, we developed the learning method TAU (ThinkAskUnderstand). TAU provides support (i.e. a role script) for students’ interaction during a collaborative problem-solving phase at the beginning of the learning process, while content-related instruction is delayed until a subsequent phase. As the contents targeted in university-level mathematics are complex, withholding instruction will most likely result in students’ failure to solve problems, even in relearning situations. However, there is reason to believe (e.g. Kapur, Instr Sci 38(6):523–550, 2009) that due to their collaborative grappling with the contents, students will be better prepared to benefit from the subsequent instruction phase and thus ultimately learn more than students who receive instruction right at the beginning. In a four-week, in vivo experiment with 76 students, we compared TAU to a direct instruction condition (i.e. a condition in which students received instruction right at the beginning). Post-test analyses showed a significant interaction effect between condition and week: Students in the TAU condition outperformed students in the direct instruction condition in all weeks but the first. The results suggest that the more students were familiarized with TAU, the better their learning outcomes became. Our process data further indicate that students collaborated fruitfully in accordance with the role script and increasingly internalized the script. This collaboration may then have paved the way for increased learning from the subsequent instruction. Our results provide evidence that delaying instruction can also promote learning in relearning situations and at the university level. Moreover, our findings call into question whether all support must be delayed; the primary issue may not be whether or not to provide support, but rather when to provide which kind of support.