Learning Outcomes of Factual Knowledge: A Comparison of Module and No Module Conditions

Institution	Vanderbilt University, IRIS Center
Titel	Learning Outcomes of Factual Knowledge: A Comparison of Module and No Module Conditions
Quelle	(2017), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Outcomes of Education; Learning Modules; College Students; Urban Schools; Academic Accommodations (Disabilities); Visual Impairments; Introductory Courses; General Education; Special Education; Education Majors; Teaching Methods; Comparative Analysis; Pretests Posttests; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Learning module; Lernmodul; Collegestudent; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Visual handicap; Sehbehinderung; Einführungskurs; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	During the 2004-2005 academic year, a study of the learning outcomes associated with the use of an IRIS Module was conducted at a large urban campus with a diverse student body. The module's content pertained to instructional accommodations for students with visual disabilities. In an introductory class aimed primarily at general and special education majors, and with multiple sections offered each quarter, three instructors taught the course one quarter without the IRIS Module, and the next quarter with the IRIS Module. A total of 620 students were involved across these sections and two conditions. Students in both conditions were administered a pretest and post-test. This brief report illustrates the results of the module comparison. (ERIC).
Anmerkungen	IRIS Center. Available from: Claremont Graduate University. 150 E. 10th Street, Claremont, CA 91711. Tel: 909-607-8982; Fax: 909-607-0959; e-mail: iris@cgu.edu; Web site: https://www.cgu.edu/center/the-iris-center/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01