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The moderating effect of instructional conceptions on the effect of powerful learning environments

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dc.contributor.author Sarfo F.K.
dc.contributor.author Elen J.
dc.date.accessioned 2022-10-31T15:06:00Z
dc.date.available 2022-10-31T15:06:00Z
dc.date.issued 2008
dc.identifier.issn 204277
dc.identifier.other 10.1007/s11251-007-9023-8
dc.description Sarfo, F.K., University of Education of Winneba, Kumasi Campus, P.O. Box 1277, Kumasi, Ghana; Elen, J., Center for Instructional Psychology and Technology, Katholieke Universiteit Leuven, Vasaliusstraat 2, 3000 Leuven, Belgium en_US
dc.description.abstract 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. � 2007 Springer Science+Business Media, Inc. en_US
dc.subject 4C/ID-model en_US
dc.subject Conceived functionality en_US
dc.subject Instructional conceptions en_US
dc.subject Moderating variable en_US
dc.subject Powerful learning environments en_US
dc.subject Technical expertise en_US
dc.title The moderating effect of instructional conceptions on the effect of powerful learning environments en_US
dc.type Article en_US

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