Issue 1/2013, 5. Volume Page 115–140
Effectiveness of integrated learning environments in teacher education – a quasi-experimental field study
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Within a quasi-experimental field study three different concepts of integrated learning environments were implemented in advanced seminars of pedagogical sciences. A learning environment with emphasis on problem-based learning, one with emphasis on instructional learning, and a learning environment combining both didactical approaches in a sequence were analyzed for learning effectiveness. At the end of the semester, data on learning performance (both conceptual and applicable knowledge) and on the quality of acquired knowledge (connectedness of concepts, and scientificity) were collected. Reflection during the learning process, the three basic needs (perceived autonomy, competence, and relatedness) as well as acceptance of the didactic design and subjective learning success were assessed using rating scales; these data were also collected at the end of the semester. Our findings suggest that problem-based learning was most effective, especially with regard to the acquisition of applicable knowledge and its quality. With respect to reflection during the learning process, perceived autonomy and competence as well as subjective learning success, problem-based learning and, partly, the combined learning environment condition were more effective than the instructional learning concept. There were no differences between learning environment conditions regarding acceptance of the didactic design.
Integrated learning environment; Instructional learning; Problem-based learning; Conceptual and applicable knowledge
Wagner, K., Stark, R., Daudbasic-Avdic, J., Klein, M., Krause, U. & Herzmann P. (2013). Effectiveness of integrated learning environments in teacher education – a quasi-experimental field study. Journal for Educational Research Online (JERO), 5(1), 115-140. https://www.waxmann.com/artikelART102717