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ERIC Number: EJ786793
Record Type: Journal
Publication Date: 2008-Mar
Pages: 17
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0020-4277
The Moderating Effect of Instructional Conceptions on the Effect of Powerful Learning Environments
Sarfo, Frederick Kwaku; Elen, Jan
Instructional Science: An International Journal of the Learning Sciences, v36 n2 p137-153 Mar 2008
This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The study also investigated the influence of learning in a 4C/ID PLE on students' instructional conceptions. To achieve its goal, a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both in the pre-and the post-test to assess students' instructional conceptions. Pre- and post-tests contain retention and transfer items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating effects of students' instructional conceptions on the learning environments. Finally, the results indicate that students' instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and practical implications of the results for the instructional design and technology community as well as educational practice are discussed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A