Methods of instruction

Walsh, John

doi:10.1016/b978-1-84334-627-2.50001-0

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Alternatively, it has been suggested that digital technologies might help reduce the achievement gap (Darling-Hammond et al, 2014;Rosen & Wolf, 2011). The general rationale is that personalized learning, which is made possible through digital technologies may foster one's learning potential through self-paced learning and individualized feedback tailored to one's needs (Sleeman & Brown, 1982;Walsh, 2011). CAI are particularly relevant in this respect.…”

Section: Theoretical Background and Related Workmentioning

confidence: 99%

“…CAI refers to the instructional use of a computer to present virtual material (texts, videos, graphics, audios) through training methods such as problem-solving exercises and tutorials, that make an extensive use of feedback (Kulik, 2003). CAI is also part of a desire to personalize learning by adapting to the characteristics of the learner (Walsh, 2011). This customization is based on educational rules defining access to educational objects, which are either configured by the teacher or automatically (Root et al, 2018).…”

Section: Theoretical Background and Related Workmentioning

confidence: 99%

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Compensating the socioeconomic achievement gap with computer‐assisted instruction

Chevalère

Cazenave

Berthon

et al. 2021

Computer Assisted Learning

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Background. As educational digital technologies are increasingly being used in schools, past research left unanswered the question of these technologies' impact on the socioeconomic achievement gap even when equal access is guaranteed.Objectives. The objectives of the present study are to examine whether and how the socioeconomic achievement gap can be reduced through the use of computer-assisted instruction (CAI).Methods. We addressed this issue experimentally by comparing CAI to conventional teacherled classroom instruction with more than eight hundred middle and high school students from disadvantaged and highly privileged socioeconomic backgrounds in a range of topics. Results and Conclusions.Both disadvantaged and highly privileged students taught with CAI outperformed those taught with conventional instruction, thus maintaining the socioeconomic achievement gap constant. However, we also found that disadvantaged students receiving CAI performed as well as highly privileged students receiving conventional teacher-led instruction.Takeaways. The positive effects associated with CAI may therefore help compensate the difficulties of students with a disadvantaged background, a still neglected possibility.

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Section: Theoretical Background and Related Workmentioning

confidence: 99%

Section: Theoretical Background and Related Workmentioning

confidence: 99%

Compensating the socioeconomic achievement gap with computer‐assisted instruction

Chevalère

Cazenave

Berthon

et al. 2021

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

Questioning Techniques and High Order Thingking in Students Learning Group

Nikmah

2018

AICLL

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Questioning is an essential strategy for effective communication. This study examined questioning techniques used by students and the Critical thinking processes involved in questioning. There was also an attempt to find out the differences between the patterns of using questions between the two groups. Data were sourced from student learning group through audio and video taping the sessions and were analyzed using types of questioning. Findings indicated that students asked higher order in level questions such as open - ended, interpretive, and evaluative, inquiry, inferential, and synthesis, while most students raised lower cognitive questions including facts, closed, direct, recall, and knowledge type questions. It is suggested that using higher level questioning technique, more frequently used by teacher as more competent speakers in comparison to students, can foster learning and students are required to attend higher levels of questioning techniques to enhance their speculative, inferential and evaluative thinking ability

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Methods of instruction

Cited by 2 publications

References 14 publications

Compensating the socioeconomic achievement gap with computer‐assisted instruction

Compensating the socioeconomic achievement gap with computer‐assisted instruction

Questioning Techniques and High Order Thingking in Students Learning Group

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