通过Canvas提供的基于等价的个人和团体指令的比较
Katie M Wiskow1, Shrinidhi Subramaniam1, Esteban Montenegro-Montenegro1
1California State University, Stanislaus, Turlock, CA, USA.
Journal of applied behavior analysis
|October 5, 2023
概括
基于等效的教学 (EBI) 显著提高了研究生识别功能分析特征的能力36%. 团队和个人EBI方法都被证明是有效的,小组学习略有优势.
科学领域:
- 行为分析 行为分析
- 教育心理学教育心理学
- 高等教育教学的教学.
背景情况:
- 基于等效的教学 (EBI) 是一种公认的有效教学方法,适用于大学水平的内容.
- 之前的研究支持EBI在各种教育环境中的有效性.
- 对EBI在高等教育中的专业内容的应用需要进一步研究.
研究的目的:
- 扩大高等教育机构对基于等效的教学 (EBI) 的文献.
- 教导研究生使用EBI识别功能分析条件和变化的特征.
- 为了比较个人与团体EBI交付的有效性.
主要方法:
- 通过在线学习管理系统Canvas实现EBI模块.
- 参与者 (13名研究生) 完成了预测试和后测试,评估功能分析特征的识别.
- 个人和小团体都提供了EBI.
主要成果:
- 与测试前分数相比,EBI模块的测试后分数平均增加了36%.
- 与个人条件相比,在小组EBI条件中观察到正确反应的轻微改善.
- 社会有效性调查表明,学生对EBI的接受度很高,对交付格式的偏好各不相同.
结论:
- 基于等效的教学是教学复杂的概念,如功能分析的研究生有效的方法.
- 个人和团体EBI格式都是可行的,对集体指导有潜在的边际益处.
- EBI 显示出强大的社会价值,表明其在高等教育中的实际实用性.
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