Abstract/Details

Comparing the Effectiveness of Three Instructional Approaches in a Problem-Centered, Multimedia-Based Learning Environment


2011 2011

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Abstract (summary)

Throughout the history of the American public education system, many people have predicted that technology would significantly improve the way students learn and the way teachers provide instruction. Unfortunately, each technological innovation has failed on its promise to dramatically improve education. This has led some researchers to suggest that more research is needed to examine the influence that teacher's pedagogy has on technology integration.

This study examines three different instructional approaches used within a multimedia-based learning environment and the impact they have on student knowledge. A total of 225 students of varied academic achievement levels and three middle school geography teachers participated in the study. An online multimedia-based learning environment, GeoThentic, required students to use data and information provided in the learning environment to identify the best location in which to build a hospital in San Francisco. Each teacher used a different instructional approach for each of the three classes he or she taught. These instructional approaches were defined by and based on the literature on directed instruction, structured problem solving, and minimally guided instruction.

A written response exam and selected response exam measured the ability of a group of students to process information and analyze data provided in the GeoThentic environment. When comparing the results of these two different tests, the analyses found that students receiving minimally guided instruction performed significantly different than those students receiving directed instruction or structured problem solving instruction. Taken together, these results suggest that minimally guided instructional approaches are less effective than directed or structured problem solving instructional approaches for this particular type of learning environment. This study also suggests that teachers must provide a certain amount of guidance to students, however, more research is needed to identify the appropriate amount of guidance needed and when less direction can be provided to students.

Indexing (details)


Subject
Instructional Design;
Pedagogy;
Educational technology;
American history;
Public schools;
Multimedia;
Learning
Classification
0447: Instructional Design
0456: Pedagogy
0710: Educational technology
Identifier / keyword
Education; Directed instruction; Geothentic; Instruction; Minimally guided instruction; Multimedia; Structured problem solving
Title
Comparing the Effectiveness of Three Instructional Approaches in a Problem-Centered, Multimedia-Based Learning Environment
Author
Wojtanowski, Scott Thomas
Number of pages
119
Publication year
2011
Degree date
2011
School code
0130
Source
DAI-A 72/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124768564
Advisor
Doering, Aaron H.
Committee member
Dillon, Deborah R.; Miller, Charles D.; Scharber, Cassandra; Upadhyay, Bhaskar
University/institution
University of Minnesota
Department
Education, Curriculum and Instruction
University location
United States -- Minnesota
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3465156
ProQuest document ID
882911282
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/882911282
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