You are here:

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

, Institute of Teacher Education, National Chengchi University, Taiwan ; , Taipei Jingwen High School, Taiwan ; , , National Chengchi University, Taiwan ; , NationalChengchi University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

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 May 28, 2023 from .

© 2006 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Albion, P. (2001). Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology and Teacher Education, 9(3), 321-347.
  2. Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). NY: Cambridge
  3. Bliesener, T. (2006). Training synchronous collaborative e-learning. International Journal on E-Learning, 5(2), 185-196.
  4. Brush, T., & Saye, J. (2001). The use of embedded scaffolds with hypermedia-supported student-centered learning. Journal of Educational Multimedia and Hypermedia, 10(4), 3 3 3-356.
  5. Carmen, C., & Kurubacak, G. (2002). The use of the internet to teach critical thinking. In C. Crawford, D.A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price and R. Weber(Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2002 (pp. 2504-2505).
  6. Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.
  7. Eastmond, D.V. (1995). Alone but together: Adult distance study through computer conferencing. Cresskill, NJ: Hampton Press.
  8. Eggen, P.D., & Kauchak, D.P. (1996). Strategies for Teachers: Teaching Content and Thinking Skills (3nd ed.). Needham Heights, MA: Ally & Bacon.
  9. Hann, D., Glowacki-Dudka, M., & Conceicao-Runlee, S. (2000). 147 practical tips for teaching online groups:
  10. Moller, L. (1998). Designing Communities of Learners for Asynchronous Distance Education. In E T R & D, 46(4), 115-122.
  11. Nelson, T., & Oliver, W. (2004). Maximizing Critical Thinking Skills with Technology. In P. Kommers& G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 3982-3986). Chesapeake, VA: AACE.
  12. Paul, R., & Elder, L. (2001). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Prentice Hall.
  13. Titone, C., Sherman, S., & Palmer, R. (1998). Cultivating student teachers’ dispositions and ability to construct knowledge. Action in Teacher Education, 19 (4), 76-87.
  14. Torff, B. (2005). Developmental changes in teachers’ beliefs about critical-thinking activities. Journal of Educational Psychology, 97 (1), 1 3-22.
  15. Zydney, J. (2005). Eighth-grade students defining complex problems: The effectiveness of scaffolding in a multimedia program. Journal of Educational Multimedia and Hypermedia, 14 (1), 61-90.
  16. Waltonen-Moore, S., Stuart, D., Newton, E., Oswald, R. & Varonis, E. (2006). From virtual strangers to a cohesive learning community: The evolution of online group development in a professional development course. Journal of Technology and Teacher Education, 1 4(2), 287-311.
  17. Yeh, Y.C. (2006). The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy. British Journal of Educational Technology, 37(4), 513-526.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References