Author: Kathleen A. Lockhart
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
Book Description
The personalized system of instruction (PSI), precision teaching, and the Navy's computer-managed instruction system are among several instructional systems that dictate the provision of immediate feedback to maximize student learning. The objective of this series of experiments was to examine the relationship between the timing of feedback and long-term knowledge retention under classroom conditions that exist in courses taught according to the principles of PSI. Three experiments were conducted, all employing undergraduates in college courses taught according to PSI principles. Experiment I examined retention as a function of feedback delay interval in an introductory anthropology course using short answer essay tests. Experiment II varied feedback delay interval, the informational quality of feedback, and test item type, and Experiment III examined delay and item type in a psychology course on experimental design. There was no evidence of the superiority of either immediate or delayed feedback. Providing different types of feedback (varying the amount of information) likewise produced no differential levels of retention. The frequent, repeatable quizzing aspect of PSI probably makes feedback a less potent variable than it is in other types of courses, since students have to learn smaller quantities of material for each test, and many opportunities to learn from whatever type of feedback is provided.
The Effects of the Timing of Feedback on Long-Term Knowledge Retention in PSI Courses
Author: Kathleen A. Lockhart
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
Book Description
The personalized system of instruction (PSI), precision teaching, and the Navy's computer-managed instruction system are among several instructional systems that dictate the provision of immediate feedback to maximize student learning. The objective of this series of experiments was to examine the relationship between the timing of feedback and long-term knowledge retention under classroom conditions that exist in courses taught according to the principles of PSI. Three experiments were conducted, all employing undergraduates in college courses taught according to PSI principles. Experiment I examined retention as a function of feedback delay interval in an introductory anthropology course using short answer essay tests. Experiment II varied feedback delay interval, the informational quality of feedback, and test item type, and Experiment III examined delay and item type in a psychology course on experimental design. There was no evidence of the superiority of either immediate or delayed feedback. Providing different types of feedback (varying the amount of information) likewise produced no differential levels of retention. The frequent, repeatable quizzing aspect of PSI probably makes feedback a less potent variable than it is in other types of courses, since students have to learn smaller quantities of material for each test, and many opportunities to learn from whatever type of feedback is provided.
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
Book Description
The personalized system of instruction (PSI), precision teaching, and the Navy's computer-managed instruction system are among several instructional systems that dictate the provision of immediate feedback to maximize student learning. The objective of this series of experiments was to examine the relationship between the timing of feedback and long-term knowledge retention under classroom conditions that exist in courses taught according to the principles of PSI. Three experiments were conducted, all employing undergraduates in college courses taught according to PSI principles. Experiment I examined retention as a function of feedback delay interval in an introductory anthropology course using short answer essay tests. Experiment II varied feedback delay interval, the informational quality of feedback, and test item type, and Experiment III examined delay and item type in a psychology course on experimental design. There was no evidence of the superiority of either immediate or delayed feedback. Providing different types of feedback (varying the amount of information) likewise produced no differential levels of retention. The frequent, repeatable quizzing aspect of PSI probably makes feedback a less potent variable than it is in other types of courses, since students have to learn smaller quantities of material for each test, and many opportunities to learn from whatever type of feedback is provided.
Resources in Education
Annual Report
Author: Navy Personnel Research and Development Center (U.S.)
Publisher:
ISBN:
Category : Naval research
Languages : en
Pages : 76
Book Description
Publisher:
ISBN:
Category : Naval research
Languages : en
Pages : 76
Book Description
Documentation Abstracts
The Effect of the Timing of Information Feedback Upon Learning and Retention
The Effects of Types of Feedback on Learning, Retention, Feedback Study Time, Feedback Efficiency, and Response Confidence in the Domain of Concept Learning
Author: Sue-Jen Chen
Publisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 294
Book Description
Publisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 294
Book Description
Behavior & Society
Journal of Personalized Instruction
Author:
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 278
Book Description
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 278
Book Description
Government Reports Announcements & Index
Journal of Dental Education
Author:
Publisher:
ISBN:
Category : Dentistry
Languages : en
Pages : 814
Book Description
Includes section "Book reviews."
Publisher:
ISBN:
Category : Dentistry
Languages : en
Pages : 814
Book Description
Includes section "Book reviews."