Behaviour Modelling, Instruction and Exploration Training Approaches in Group and Individual Contexts

Autor/in	Truman, G. E.
Titel	Behaviour Modelling, Instruction and Exploration Training Approaches in Group and Individual Contexts
Quelle	In: Behaviour & Information Technology, 28 (2009) 6, S.493-524 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-929X
Schlagwörter	Feedback (Response); Learning Processes; Training Methods; Instructional Effectiveness; Group Instruction; Individualized Instruction; Educational Environment; Inquiry; Models; Learning Theories; Guides; College Students; Computer Software; Word Processing; Behavior Theories; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Didaktik; Trainingsmaßnahme; Unterrichtserfolg; Gruppenunterricht; Individualisierender Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Analogiemodell; Learning theory; Lerntheorie; Handbuch; Leitfaden; Collegestudent; Textverarbeitung; Modeling; Modelling; Modellierung
Abstract	Behaviour modelling has been associated with higher learning outcomes compared to other training approaches. These cumulative research findings create imperative to examine underlying causal mechanisms or contingency factors that may promote behaviour modelling's advantages even further. We propose group-based learning as one contingency factor because there exists greater opportunity for observation, imitation and feedback. We use a two-by-three experimental laboratory design involving 84 subjects to test for an interaction effect between training context (group-based, individual-based) and training approach (behaviour modelling, exploration, instruction) on several learning outcomes. We use hierarchical regression to show that, while the interaction effect was not significant, the training approach main effect was significant. Consistent with expectations, behaviour modelling outperformed exploration on task performance. There were no significant differences between behaviour modelling and instruction. We conclude that behaviour modelling is associated with higher task performance levels on a complex word-processing task when compared to exploration. (Contains 4 figures, 10 tables and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10