Teaching effectiveness: an overview of studies

In this contribution, different approaches to teaching effectiveness studies are described. In a first section, effectiveness interpreted by 'process-product' studies is reviewed. It is assumed that teaching directly influences learning output. Isolated effective teaching behaviors are described as well as models in which effective teaching behaviors are grouped. The second section is about mediating variables. In this conception, learning outcomes are not directly influenced by teaching behaviors, but by variables mediating between teaching and learning, like 'academic learning time' and pupil cognitions. Finally, in the third section, teacher cognitions are reviewed in terms of their possible contribution to teaching effectiveness. These descriptive studies reveal the idiosyncratic nature of teaching rather than powerful effectiveness criteria.status: publishe

Bridging learning theories and technology-enhanced environments: A critical appraisal of its history

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Pedagogical design

In this chapter the complex issue of pedagogical design for information and communication technologies is tackled from several perspectives. This multifacetted approach is in line with the evolution of pedagogical design and it undoubtedly leads towards a deeper understanding of this field of research and practice. The focus of design is on the micro-level: input (instructional agents and learners as the main actors) interaction with the environment (school, social settings, virtual classroom), and output (learning product).Afdeling Didactiek. Centrum voor Instructiepsychologie en -technologie.status: publishe

A process analysis of teaching. Report no. 21 (ERIC Documents)

A summary of the doctoral dissertation THE PROCESS ANALYSIS OF TEACHING, by J. Lowyck as supervised by Professor dr. E. De Corte: a study of the cognitive variables in the pre-interactive and interactive behavior of experienced teachers - a review of the literature and descriptive, empirical research (unpublished dissertation, Leuven, Belgium, 1978, XII-247 pp.)nrpages: 36status: publishe

Tijd voor Onderwijs: het rapport Dijsselbloem. Een persoonlijke reflectie vanuit Vlaanderen

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Did cognitive psychology contribute to the design of self-instructional printed materials?

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Een cognitief model voor de ontwikkeling van schriftelijk studiemateriaal

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Students' views on the efficiency of instruction: An exploratory survey of the instructional metacognitive knowledge of university freshmen

Students have conceptions about the relationship between instructional interventions and learning or, in other words, students have 'instructional metacognitive knowledge'. In this study, the efficiency of instructional interventions has been investigated as a specific object of students' instructional metacognitive knowledge. By means of a survey, conceptions about the efficiency of various instructional interventions of 488 freshmen in educational sciences and psychology have been investigated. Two research questions directed this exploratory study: (1) How do students assess the efficiency of instructional interventions; and (2) Do differences in gender, educational background, and/or subject of study affect evaluations of the efficiency of instructional interventions. Results show that respondents regard regular instructional interventions at the university directed toward, or supporting, surface-level processing and reproduction to be highly efficient. The use of technology is conceived as inefficient by these students. The limited number of differences between groups of students also suggests students' conceptions to be both consistent and robust.status: publishe

Wandel in der theoretischen Fundierung des Instruktionsdesigns

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Instructional psychology (as a contributing field to instructional design)

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