The impact of delayed instructional support on adult learners in the ODL context
This paper investigated whether productive failure (PF) as an instructional strategy boosts students’ understanding on the subject matter in a face-to-face tutorial. PF instructional design advocates the delaying of support for the learners during the learning. This paper reports an initial study...
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| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Published: |
2012
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| Subjects: | |
| Online Access: | https://library.oum.edu.my/repository/843/1/impact_nantha.pdf https://library.oum.edu.my/repository/843/ |
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| Summary: | This paper investigated whether productive failure (PF) as an instructional strategy boosts
students’ understanding on the subject matter in a face-to-face tutorial. PF instructional design
advocates the delaying of support for the learners during the learning. This paper reports an
initial study of a quasi-experimental that compares a ‘‘productive failure’’ instructional design
with a traditional ‘‘lecture and practice’’ instructional design for a 2-hour tutorial session
attended by adult learners. A total of 17 adult learners participated in the study. Learners
experienced either a traditional lecture and practice teaching cycle or a PF cycle, where they
solved complex problems in small groups without the provision of any support or scaffolds up
until a consolidation lecture by their teacher during the last hour of the tutorial. Findings suggest
that learners from the PF condition produced a variety of problem models and methods for
solving the problems but were unsuccessful in their efforts, be it in groups or individually. Despite
failing in their group and individual problem-solving efforts, learners from the PF condition
performed better than their counterparts from the lecture and practice condition on both
knowledge and higher order application problems based on the post-test. (Abstract by authors) |
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