Macroprocesses, Individual Differences and Instructional Methods.

Autor/in	Tobias, Sigmund
Titel	Macroprocesses, Individual Differences and Instructional Methods.
Quelle	(1984), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advance Organizers; Aptitude Treatment Interaction; Computer Assisted Instruction; Computer Assisted Testing; Higher Education; Individual Differences; Learning Processes; Learning Strategies; Predictor Variables; Pretests Posttests; Reading Comprehension; Reading Strategies; Student Role; Study Skills; Teaching Methods; Test Anxiety; Nelson Denny Reading Tests; Sarason Test Anxiety Scale + Suchen Sie Ihr Suchwort? Lernmaterial; Computer based training; Computerunterstützter Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individueller Unterschied; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Prädiktor; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Examination phobia; Testangst; Prüfungsangst
Abstract	Students' macroprocessing of instruction was studied in a learning situation which used adjunct questions. The subjects were offered various macroprocessing options while reading a passage on data processing and computer programming. Each sentence appeared on a computer CRT screen one at a time. The options included: (1) review any sentence or sentences; (2) preview any sentence or sentences; (3) consult an alternative text written in an easier vocabulary; (4) review the alternate text; (5) preview the alternate text; (6) take notes; (7) review the notes; (8) view an outline of the 49-paragraph presentation; or (9) view and select from a menu of options. Tests of reading, worry, test anxiety, and study skills were administered. Three groups were assigned: only reading the text; reading and responding to adjunct questions after each screen; or reading, answering questions, and receiving feedback. The computer system monitored which options were selected, as well as the frequency and time requirements. The results suggested that students did not select options which optimized individual achievement; in fact, they may not have known which macroprocesses to use to improve learning. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC