THE EFFECTS OF AN ADVANCE ORGANIZER AND TWO TYPES OF FEEDBACK ON PRE-SERVICE TEACHERS’ KNOWLEDGE APPLICATION IN A BLENDED LEARNING ENVIRONMENT
Open Access
Author:
Liu, Ying-Hsiu
Graduate Program:
Instructional Systems
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
April 26, 2006
Committee Members:
Francis M Dwyer Jr., Committee Chair/Co-Chair James Kenneth Mcafee, Committee Member Judith Ann Kolb, Committee Member John David Popp, Committee Member Edgar Paul Yoder, Committee Member
This study examined structural supports (advance organizers and feedback) as a means of ensuring the greater effectiveness of the case method in instruction. The study also discussed the efficiency of structural supports from the course administration perspective. In the course examined for this study, students were presented with a blended learning environment that combined face-to-face lectures with online instruction. Factorial design permitted study of both the main effects and the interactive effects of an advance organizer and two types of feedback. The target performances consisted of students' short-term and long-term test scores. A total of 282 students participated in the study. Two-way ANCOVAs were used to test the effects of treatment
components. This study indicated that the advance organizer had a
facilitative impact on students' scores on the short-term test, but not on
the long-term test. Types of feedback had no statistically significant
effect on test scores. From a course-administration perspective, however,
scripted feedback is much more efficient than individualized feedback. The
advance organizer is also administratively efficient.