California State University, Stanislaus, Turlock, CA, USA.
J Appl Behav Anal. 2024 Jan;57(1):262-274. doi: 10.1002/jaba.1025. Epub 2023 Oct 5.
Equivalence-based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence-based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social-validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.
基于等价性的教学（EBI）是一种高效的方法，已被用于教授各种技能，包括大学课程的内容。本研究通过教授 13 名研究生识别功能分析条件和变化的特征，将 EBI 在高等教育中的文献扩展。使用在线学习管理系统 Canvas 实施基于等价性的教学方法。参与者使用 Canvas 的测验功能完成了前测、个人和小组的 EBI 体验以及后测。EBI 模块使学生的后测分数相对于前测分数平均提高了 36%，并且在小组相对于个体教学条件下的正确反应略有增加。此外，对社会有效性调查的回应表明，EBI 被大多数学生接受；然而，学生对小组和个人 EBI 的偏好有所不同。
