More Details for: Effects of combining case-based instruct

 Staff view

You must be logged in to Tag Records

Effects of combining case-based instruction and mindfulness activities on the acquisition, application, and transfer of complex knowledge : an experimental comparison of two multiple-case treatments on vidodisc /

Thomas H. Cunningham, Ron J. Thorkildsen.

Book Cover
Main Author: Cunningham, Thomas H.
Other Names: Thorkildsen, Ron.
Published: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1996]
Topics: Transfer of training. | Video recordings for people with visual disabilities. | College students - Attitudes. | Assistive Devices (for Disabled) | Case Method (Teaching Technique) | College Students. | Higher Education. | Instructional Effectiveness. | Knowledge Level. | Metacognition. | Performance Factors. | Pretests Posttests. | Self Evaluation (Individuals) | Teaching Methods. | Thinking Skills. | Transfer of Training. | Videodisks. | Visual Impairments.
Genres: Films for people with visual disabilities. | Films for people with visual disabilities. | Reports, Research. | Speeches/Meeting Papers.
Tags: Add


Spaces will separate tags.
Use quotes for multi-word tags.

Physical Description: 1 volume
Summary: Two multiple-case instructional treatments were compared to determine their relative effectiveness for helping program participants acquire, apply, and transfer complex knowledge about Assistive Technology (AT) available to help people with impaired vision. Thirty-eight college students were randomly assigned to two conditions. Both treatments presented the same information about AT in a manual and on videodisc with six case studies. Participants in treatment 1 completed activities requiring mindful analysis (in-depth and effortful) of four video-based cases and associated concepts, while in treatment 2, participants completed the same four video-based cases and an additional four text-based cases, but without mindfulness activities. On measures of knowledge, performance, and transfer, there were no statistically significant differences between mean scores for the treatment conditions. There were statistically and educationally significant differences in knowledge gain from pretest to posttest, and there was an educationally significant difference on the performance measure. In addition, there was an educationally significant treatment-by-course interaction on a measure of knowledge transfer. Students' attitudes toward the video module were positive, and they believed the cases provided useful contexts for learning about AT. (Contains 1 table, 1 figure, and 24 references.) (Author/SLD).
Notes: Microfiche.
Distributed to depository libraries in microfiche.
Shipping list no.: 97-0641-M.
Other Names: Thorkildsen, Ron.
Educational Resources Information Center (U.S.)

More Details for: Effects of combining case-based instruct