This study investigated productivity in individuals versus groups of two or three as well as the interaction processes underlying differences between dyads and triads and differences between male, female or mixed groups learning LOGO on microcomputers. Thirty-six students aged ten learned LOGO individually or in groups of two or three for one session, had a practice session, then were required to produce a graphic in LOGO for the experimental session. No differences were found between individuals and groups, in terms of productivity. Group interaction (as measured by the Bales Interaction Process Analysis [1], was found to be similar in two and three person groups. However, significant ( p < .05) differences were observed among male, female, and mixed groups. The direction of these differences were as follows: males displayed more solidarity than females or mixed groups, the female group members were much more likely to express agreement with their peers than were members of the males group. There was also more asking of information in the male groups than the female groups. Finally, males expressed much more antagonism than females or mixed groups. These results are discussed in light of previous studies in this area.
The purpose of this study was to assess the effects of orienting activities and locus of instructional control on the learning of factual and procedural knowledge via interactive video. Specifically, the interaction between three levels of instructional control (linear, mixed and learner) and two levels of orienting (orienting versus no orienting) was investigated. It was hypothesized that the provision of an orienting activity would show a greater impact on learning for the learner control condition than for the mixed control and linear control conditions. Subjects consisted of ninety-one university students majoring in either biology, chemistry or exercise science. The dependent variables were recall of facts, recall of procedures, and instructional time. The results did not support the predicted interaction between orienting activity and instructional locus of control. It was found that provision of the orienting activity significantly facilitated the recall of factual information from the lesson. Both linear and mixed control treatments were significantly superior to the learner control. No significant effects were found for the recall of procedural information. Analysis of the time variable showed that subjects provided with the orienting activity spent significantly more time with the program than those who did not have this activity.
This article describes a multiyear Faculty Learning Community (FLC) program as a strategy to overcome pedagogical solitude (Shulman, 1993) in a discipline‐specific context. Participant interviews shed light on their FLC experiences and perceived impact on their teaching and students’ learning. Grounded within the particularities of the disciplinary context and based on the results of interviews reflecting a highly positive experience, key factors that had a major role in the success of the FLCs are articulated, framed within V. Lee, M. Hyman, and G. Luginbuhl's (2007) concept of readiness. The authors also suggest contextual questions to consider when transferring their experience to other institutional contexts.
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