Teacher Versus Learner Controlled Instruction

S ummary . Sixty college students were individually taught a novel card game. Under teacher control, students were given the rules of the game and could ask questions about them. Under learner control, students were given a general framework and had to ask questions in order to learn the rules. During the verbal instruction period, learner control students focused their questions on game actions whereas teacher control students emphasised specific details. During the play period, learner control students focused their questions on conceptual aspects of the game. Teacher control students were given more game rules than learner control students; however, when this difference was adjusted, both groups performed equivalently on all recall measures. Students with high and moderate previous card game knowledge performed better than those with low previous knowledge on all recall measures, including hierarchically embedded rules. The results indicate that teaching method influences question‐asking, whereas amount of previous knowledge influences comprehension of new information

Ask price · Cognitive psychology · Comprehension · Control (management) · Mathematics education · Pedagogy · Period (music) · Recall · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Visual and Cognitive Learning Processes

• Question Asking and the Common Good

  Open Access•Susan Peterson Gong, Stephen C Yanchar•Qualitative Research in Education•2019

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