Perceptions of Effective Teaching Methods in Computer Studies. SCRE Project Report.

Autor/inn/en	Robinson, Rosemary; und weitere
Institution	Scottish Council for Research in Education.
Titel	Perceptions of Effective Teaching Methods in Computer Studies. SCRE Project Report.
Quelle	(1990), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-947833-39-0
Schlagwörter	Adult Education; Computer Literacy; Computer Science Education; Data Processing; Educational Research; Experiential Learning; Foreign Countries; Information Processing; Instructional Effectiveness; Teacher Effectiveness; Teaching Methods; Word Processing; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Computerkenntnisse; Computer science lessons; Informatikunterricht; Datenverarbeitung; Bildungsforschung; Pädagogische Forschung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Informationsverarbeitung; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Textverarbeitung
Abstract	This study described teaching methods in use in computer studies classes, explored the reasons for their use, and explored perceptions of effectiveness. Four main research methods were used: semistructured interviews; observation of teaching; perusal of course documents; and informal collection of information by talking to students and tutors. One class studied had a slightly more formal approach--lectures supported by handouts and overhead projector slides followed by practical exercises for the students; the other had a less formal approach--brief talks interspersed with practical activities, self-selection of computing activities, and social activities. Students found plenty of hands-on experience backed up by individual support from tutors most effective. Four main dimensions of effectiveness for students were identified: effectiveness as learning about computing; effectiveness as an interest in computing; effectiveness as enjoyment of the course; and effectiveness as gaining self-awareness. Data suggested six subsidiary factors that influenced teaching effectiveness: guidance and continuous support; class composition; student isolation; tutor isolation; resources; and evaluation/assessment. (Nine references and descriptions of evening and day courses are appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC