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Effects of orienting activities and practice on achievement, continuing motivation, and student behaviors in a cooperative learning environment

  • James D. Klein
  • Doris R. Pridemore
Research

Abstract

The purpose of this study was to investigate the effect of orienting activities and type of practice on achievement, continuing motivation, and student behaviors in a cooperative learning environment. Eighty graduate education majors were assigned to cooperative groups and required to learn instructional design principles from three instructional television lessons. Each lesson included specific orienting activities (advance organizers or objectives) and different types of practice (verbal information or intellectual skills). Results indicated that subjects who worked in groups that received intellectual skills practice performed better on the application portion of the posttest than those who received verbal information practice. Knowledge acquisition and student behaviors were affected by a combination of type of practice and orienting activity. Groups that received intellectual skills practice discussed more content, gave more help to their fellow group members, and exhibited less individual behavior than groups that received verbal information practice. Groups given objectives discussed significantly more content than groups given advance organizers.

Keywords

Educational Technology Design Principle Instructional Design Individual Behavior Knowledge Acquisition 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© the Association for Educational Communications and Technology 1994

Authors and Affiliations

  • James D. Klein
    • 1
  • Doris R. Pridemore
    • 1
  1. 1.the Department of Learning and Instructional Technology at Arizona State UniversityUSA

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