Computergestuurde Feedback in Modulen

Jan Gordijn

    Research output: ThesisPhD Thesis - Research UT, graduation UT

    37 Downloads (Pure)

    Abstract

    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?
    Original languageEnglish
    Awarding Institution
    • University of Twente
    Supervisors/Advisors
    • Nijhof, W.J., Supervisor
    • Streumer, J.N., Co-Supervisor
    Award date16 Oct 1998
    Place of PublicationEnschede
    Publisher
    Print ISBNs90-365-1222-0
    Publication statusPublished - 16 Oct 1998

    Keywords

    • METIS-134896
    • IR-26245

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  • Cite this

    Gordijn, J. (1998). Computergestuurde Feedback in Modulen. Enschede: Universiteit Twente.