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Post‐questioning, concept mapping and feedback: a distance education field experiment
Author(s) -
Bernard Robert M,
Naidu Som
Publication year - 1992
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.1992.tb00309.x
Subject(s) - context (archaeology) , distance education , mathematics education , relation (database) , field (mathematics) , concept map , instructional design , test (biology) , psychology , student achievement , computer science , academic achievement , pedagogy , mathematics , paleontology , database , pure mathematics , biology
This study was designed to assess the instructional potential of two learning strategies—post‐questioning and concept mapping—in the presence and absence of systematic instructional feedback. It is a first attempt to test combinations of these treatments experimentally in the context of a course in distance education. Five research questions, drawn from the literature of post‐questioning, concept mapping and feedback, were formulated to guide the design and analysis. Substantial differences in achievement outcomes were found for four of the five questions. These results are discussed in relation to the existing literature on outcomes of learning strategies and their implication for practice in distance education.