The Effects of Integrating E-learning into the Direct-instruction Model

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Authors

Yu-Chu Yeh, Institute of Teacher Education, National Chengchi University, Taiwan ; Li-Chuan Lin, Taipei Jingwen High School, Taiwan ; Kai-Ming Huang, Chi-Che Lin, National Chengchi University, Taiwan ; Yueh-Yin Peng, NationalChengchi University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, October 2006 in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0

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Abstract

The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The primary findings are as follows: (a) all participants favored the instructional design in this study; (b) the experimental instruction effectively improved the preservice teachers' critical-thinking ability as well as their professional knowledge and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness of experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice, and a learning community.

Citation

Yeh, Y.C., Lin, L.C., Huang, K.M., Lin, C.C. & Peng, Y.Y. (2006). The Effects of Integrating E-learning into the Direct-instruction Model. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1539-1543). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2024 from https://www.learntechlib.org/p/23931.

© 2006 AACE