Anderson Lindsay S, Healy Alice F, Kole James A, Bourne Lyle E
Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA.
Q J Exp Psychol (Hove). 2011 Aug;64(8):1457-62. doi: 10.1080/17470218.2011.593264. Epub 2011 Jul 12.
Any technique that conserves classroom instructional time without sacrificing the amount learned is of great educational value. This research compared a laboratory analogue of the clicker technique to analogues of other classroom pedagogical methods that all involve repeated testing during teaching. The clicker analogue mimics the classroom practice of dropping material that is understood by the majority of the class, as revealed by testing with clicker questions, from further lecture. A fact learning and retrieval paradigm was used, in which college students learned facts about unfamiliar countries. Compressing instruction time based on group-level performance produced as much learning as no compression and as compression based on individual-level performance. Results suggest that the clicker technique is an efficient and cost-effective method of conserving instructional time without loss of amount learned.
任何在不牺牲所学知识量的情况下节省课堂教学时间的技术都具有重大的教育价值。本研究将点击器技术的实验室模拟方法与其他课堂教学方法的模拟方法进行了比较，这些教学方法在教学过程中都涉及重复测试。点击器模拟方法模仿了课堂实践，即根据点击器问题测试所显示的结果，将大多数学生已经理解的内容从后续讲座中剔除。研究采用了事实学习和检索范式，让大学生学习有关陌生国家的事实。基于小组表现压缩教学时间与不进行压缩以及基于个人表现进行压缩所产生的学习效果相同。结果表明，点击器技术是一种高效且经济有效的节省教学时间的方法，同时不会损失所学知识量。
