指导笔记对研究生ABA知识保留的影响

Q3 Social Sciences

College Teaching Pub Date : 2023-10-03 DOI:10.1080/87567555.2023.2264443

Salvador Ruiz, Donald M. Stenhoff, Lauren K. Schnell-Peskin

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引用次数: 0

摘要

摘要导读是一种基于证据的教学策略，可以帮助学生记忆信息。在大专学生群体中使用指导笔记的结果好坏参半。目前的研究调查了在完成了大约一半学位要求的学生的高等教育研究生课程中使用指导笔记的情况。结果表明，指导笔记对学生的成绩没有影响，但学生更喜欢使用指导笔记。对实践的影响探讨了在中学后教育中使用指导笔记。关键词:导读在线教学中学后干预公开声明作者声明无利益冲突数据和材料的可获得性:在当前研究过程中产生和/或分析的数据集可根据通讯作者的合理要求提供。

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The Effects of Guided Notes on Graduate Student ABA Knowledge Retention

AbstractGuided notes are an evidence-based instructional strategy that helps students retain information. The use of guided notes in post-secondary student populations has mixed results. The current study examines the use of guided notes in a post-secondary graduate program with students who have completed approximately half of their degree requirements. Results indicated that guided notes did not impact student scores, however, students prefer the use of guided notes. Implications for practice explore the use of guided notes in post-secondary education.Keywords: Guided notesonline instructionpostsecondary intervention Disclosure statementThe authors declare that they have no conflict of interest. Availability of data and material: The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

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来源期刊

College Teaching Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline. Full-length articles also describe innovative courses and curricula, faulty development programs, and contemporary developments. Quick Fix articles, up to 500 words, present techniques for addressing common classroom problems. Commentaries, up to 1,200 words, provide thoughtful reflections on teaching.