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ERIC Number: EJ1016533
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1812-9129
How Instructional Format (Voice and Modality) Influences Subsequent Performance: An Empirical Study
Carpenter, Sandra; Delugach, Harry; Etzkorn, Letha; Utley, Dawn
International Journal of Teaching and Learning in Higher Education, v25 n1 p59-65 2013
Educators aspire to use the most effective teaching materials possible. Their choices, ideally, should be informed by empirical evidence on how materials they use can affect students' outcomes or performance, particularly their post-instruction performance or application. The current research tested the extent to which voice (active vs. passive) and modality (oral vs. written) of instructional examples influence (a) the degree to which a new process is learned and (b) subsequent performance. Results indicate that although voice and modality may be influential during the instruction process itself, they may have minimal impact on subsequent performance. The results are discussed in the context of the importance of using empirical evidence to inform educators' choices, as well as presenting strategies for evaluating the effectiveness of learning.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Grant or Contract Numbers: N/A