Individually-Paced Learning in Civil Engineering Technology: An Approach to Mastery.

Autor/inn/en	Sharples, D. Kent; und weitere
Institution	South Carolina State Board for Technical and Comprehensive Education, Columbia.
Titel	Individually-Paced Learning in Civil Engineering Technology: An Approach to Mastery.
Quelle	(1976), (111 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiovisual Aids; Civil Engineering; Competency Based Education; Curriculum Development; Curriculum Evaluation; Educational Research; Engineering Technology; Individualized Instruction; Learning Modules; Mastery Learning; Teaching Methods; Technical Institutes; Two Year Colleges + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsforschung; Pädagogische Forschung; Maschinenbautechnik; Individualisierender Unterricht; Learning module; Lernmodul; Teaching method; Lehrmethode; Unterrichtsmethode; Technische Fakultät
Abstract	An individually-paced, open-entry/open-ended mastery learning approach for a state-wide civil engineering technology curriculum was developed, field-tested, and evaluated. Learning modules relying heavily on audiovisuals and hands-on experience, and based on 163 identified competencies, were developed for 11 courses in the curriculum. Written modules forming a linear progression through a series of related objectives were prepared by instructors from the South Carolina Technical Education System; alternate media forms were developed to supplement the written modules. Evaluation of the curriculum was accomplished through a pretest/posttest design comparing the individually-paced method and a lecture-based method. Subjects of the study were 250 male engineering technology students; 220 in South Carolina technical colleges and 30 in a North Carolina community college. Evaluation results indicated that the individually-paced students did relatively well in terms of cognitive achievement and outperformed the lecture-based students in terms of student exit behaviors. Students did not tend to procrastinate more in individually-paced courses than in lecture-based courses. Some disadvantages were noted; particularly the instructor/student ratio. Course-related and evaluation materials are appended. (Author/JDS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC