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Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments

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dc.contributor.author Sarfo F.K.
dc.contributor.author Elen J.
dc.date.accessioned 2022-10-31T15:06:01Z
dc.date.available 2022-10-31T15:06:01Z
dc.date.issued 2007
dc.identifier.issn 13871579
dc.identifier.other 10.1007/s10984-007-9031-2
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, University of Leuven, Vesaliusstraat 2, Leuven 3000, Belgium en_US
dc.description.abstract In this study, the effectiveness of learning environments, developed in line with the specifications of the four components instructional design model (4C/ID model) and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms, was assessed. The study had a one-by-one-by-two pretest-posttest quasi-experimental design. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The sample consisted of 129 students. The treatment groups consisted of one control group with a regular method of teaching and two experimental groups: a 4C/ID learning environment with ICT; and a 4C/ID learning environment without ICT. The content for the treatments was selected from the secondary technical education syllabus. Technical teachers were trained to implement the interventions. After the pilot study, the materials were validated by experts and revised. Teachers were retrained. The main study, consisting of six sessions, was conducted in regular classrooms in three schools. Results indicated that a 4C/ID learning environment promotes the development of technical expertise in secondary technical education better than teaching designed in line with a regular method of teaching. Moreover, results reveal no significant difference in learning gains for the 4C/ID learning environment between the group with ICT and the group without ICT. In the final section, the theoretical, research and practical implications of the results for the instructional design and technology community as well as for educational practice, are discussed. � 2007 Springer Science+Business Media B.V. en_US
dc.subject 4C/ID model en_US
dc.subject Building drawing en_US
dc.subject Complex cognitive skills en_US
dc.subject Integrated set of knowledge and skills en_US
dc.subject Learning tasks en_US
dc.subject Technical expertise en_US
dc.title Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments en_US
dc.type Article en_US

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