三重教学模式:一种基于技术的普通心理学精通学习策略

Vivien L. Chua, Magdalena M. Ocbian, Michael P. Gamba
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摘要

本研究旨在评估“三重教学模式”在普通心理学教学中的效能水平。它的主要组成部分:光盘“普通心理学”模块,通过互联网的在线合作和小组讨论(SGDs)在索索贡州立学院麦哲伦校区信息技术班的一个样本中使用。研究人员在一组前测后测设计中使用了描述性、发展性和准实验方法的验证技术和评估。作为一种创新的教学工具,它在提高学生的掌握性学习方面得到了广泛的认可和证明。与干预后的优秀水平相比,学生的表现与之前的一般水平有显著差异。因此,教学、学习和技术共同促进有效的知识转移。作为一种整体系统方法的三重教学模式是有效教学的关键。衡量学生的学习风格,正确规划课程内容和有效利用技术工具是成功的教与学过程的工具。关键词:三重教学模式,电子学习,合作学习,小组讨论,精通学习,菲律宾
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Tri-Fold Instructional Model: A Technology-Based Strategy for Mastery Learning in General Psychology
This study aimed to evaluate the efficiency level of the Tri-fold Instructional Model, a holistic system approach in teaching and learning General Psychology. Its key components: the CD-ROM “General Psychology” Module, online collaboration through the internet and Small-Group Discussions (SGDs) were used in a sample of Information Technology class of Sorsogon State College, Magallanes Campus. The researchers made use of validation techniques and assessments employing descriptive, developmental and quasiexperimental methods in a one-group pretest-posttest design. As an innovative instructional tool, the was very much accepted and proven efficient in enhancing mastery learning of students taking the course. There was a significant difference from the previously fair performance of the students as compared to the excellent performance level after the intervention. Teaching, learning and technology therefore work together for efficient knowledge transfer. The Tri-fold Instructional Model as a holistic systems approach is a key to effective instruction. Gauging the students’ learning styles, proper planning of the course content and effective use of technology tools are instruments to successful teaching- learning process. Keywords - Tri-fold Instructional Model, e-learning, cooperative learning, small group discussion (SGD), mastery learning, Philippines
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