Feedback Types in Programmed Instruction: A Systematic Review

Autor/inn/en	Jaehnig, Wendy; Miller, Matthew L.
Titel	Feedback Types in Programmed Instruction: A Systematic Review
Quelle	In: Psychological Record, 57 (2007) 2, S.219 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2933
Schlagwörter	Teaching Methods; Instructional Design; Feedback; Instructional Effectiveness; Item Analysis; Intermode Differences; Review (Reexamination); Evaluation Research; Methods Research + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Itemanalyse; Wiederholungsprüfung; Evaluationsforschung; Methodenforschung
Abstract	Research about the effectiveness of different types of feedback in programmed instruction was investigated. Knowledge of results had the least data to support its efficacy. Knowledge of correct responding (KCR) has been shown to be effective in several studies. Elaboration feedback is more effective than KCR, but may require more time of the instructional designer and learner. Delayed and review feedback are no better than KCR. Postfeedback delays show promise and warrant further study. Future research area recommendations include: measures of the approachability of instruction, measures of efficiency, sampling from more diverse populations, research over more extended time frames, and exploring the relationship between performance during instruction and on criterion tests. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10