Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction |
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Authors: | Yu-Chu Yeh |
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Institution: | (1) Institute of Teacher Education, National Chengchi University, 64, Chih-nan Rd., Sec. 2, Wenshan, Taipei, 116, Taiwan |
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Abstract: | The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills.
Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48
preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking
skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation
in an online learning community. This study employs 2 critical-thinking tests, 2 inventories, and 1 open-ended reflection
questionnaire; and students’ scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance.
The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental
instruction effectively improved the preservice teachers’ critical-thinking ability as well as their professional knowledge
and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness
of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice,
and the learning community. |
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Keywords: | E-learning Direct-instruction Model Critical thinking Learning community Online discussion Guided practice Preservice teacher |
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