Based on a system of qualifications, a new curriculum for installation technology has been introduced in Preparatory Vocational Education. Starting from this curriculum, 43 modules were developed. In 1994, these modules were introduced at all schools for Preparatory Vocational Education in the Netherlands. In the same year, these modules were analysed by a seminar of the University of Twente. The main conclusion is the lack of a feedback strategy. Apart from this evaluation, another method of analysing has been used. The 'events of instruction' by Gagné, Briggs & Wager (1992, p. 190) were followed in this study. Based on this study, the advice is to incorporate direct feedback in the modules. When modules are designed for individual use, a modular system providing highly teacher-independent feedback should be developed. For this study, special computer courses and tests have been developed, to be used by the students alongside the textbooks. The software is designed to provide two forms of direct, complex feedback, after each frame. A frame is defined as a small part of a module. One feedback strategy is known as ’knowledge of correct response’ (KCR). The other strategy is a more extensive KCR strategy called KCR+. In this study, the effects of both variants are analysed. The research question is: Are study results influenced by the complexity of direct feedback?
|Award date||16 Oct 1998|
|Place of Publication||Enschede|
|Publication status||Published - 16 Oct 1998|