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ERIC Number: ED400264
Record Type: RIE
Publication Date: 1996-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effects of Combining Case-Based Instruction and Mindfulness Activities on the Acquisition, Application, and Transfer of Complex Knowledge: An Experimental Comparison of Two Multiple-Case Treatments on Videodisc.
Cunningham, Thomas H.; Thorkildsen, Ron J.
Two multiple-case instructional treatments were compared to determine their relative effectiveness for helping program participants acquire, apply, and transfer complex knowledge about Assistive Technology (AT) available to help people with impaired vision. Thirty-eight college students were randomly assigned to two conditions. Both treatments presented the same information about AT in a manual and on videodisc with six case studies. Participants in treatment 1 completed activities requiring mindful analysis (in-depth and effortful) of four video-based cases and associated concepts, while in treatment 2, participants completed the same four video-based cases and an additional four text-based cases, but without mindfulness activities. On measures of knowledge, performance, and transfer, there were no statistically significant differences between mean scores for the treatment conditions. There were statistically and educationally significant differences in knowledge gain from pretest to posttest, and there was an educationally significant difference on the performance measure. In addition, there was an educationally significant treatment-by-course interaction on a measure of knowledge transfer. Students' attitudes toward the video module were positive, and they believed the cases provided useful contexts for learning about AT. (Contains 1 table, 1 figure, and 24 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).