One-way ANOVA analyses show that both types of explicit instruction have a positive effect on learning gain.
This article presents a platform that provides support for both blended learning and vicarious learning but also for the three types of instruction proposed in the article: dependent on time and space, dependent only on time, and simultaneously independent of time and space.
This effect held over two different types of instruction.
We wanted to check whether different types of instruction differentially influence the probability of solving single items, which would ultimately change the meaning of the underlying construct that should be unambiguously measured independent of type of instruction.
The present study aimed to investigate the effects of two types of instruction on the vocational high school students' learning performance of interior wiring work.
We explore the immediate and longer term consequences of different types of instruction about a central topic in middle school science: the "Control of Variables Strategy" (CVS).
Scaffolding is well documented to lead to more learning than lecturing or other, less interactive types of instruction such as reading a textbook (VanLehn et al. 2007).
Here too, some types of instruction were found to be negatively associated with achievements in all groups of countries (frequent use of computers, frequent testing, frequently beginning to do homework in class).
Our results suggest that either of these simulations can be a valuable tool for improving student understanding of natural selection in introductory courses, in combination with other types of instruction.
Two types of instruction cues embedded in the initially monitored stream cued the subject as to whether the target would appear within this stream (stay instruction) or within the other stream (shift instruction).
