Carroll model of school learning: Difference between revisions
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== Definition == | == Definition == | ||
In 1993, John Carroll proposed a model for school learning. Learning was defined as function of efforts spent in relation to efforts needed. | * In 1993, John Carroll proposed a model for school learning. Learning was defined as function of efforts spent in relation to efforts needed. Most of the model is time based. | ||
According to Huitt ([http://chiron.valdosta.edu/whuitt/col/process/class.html]): {{quotation | School Learning = f(time spent/time needed)}} | * According to Huitt ([http://chiron.valdosta.edu/whuitt/col/process/class.html]): {{quotation | School Learning = f(time spent/time needed)}}. ([[User:DSchneider|DSchneider]] believes that this definition does not capture the full model). | ||
== The Model == | == The Model == | ||
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* '''Academic Achievement''' is the output (as measured by various sorts standard achievement tests) | * '''Academic Achievement''' is the output (as measured by various sorts standard achievement tests) | ||
* '''Aptitude is the main explanatory variable defined as the "the amount of time a student needs to learn a given task, unit of instruction, or curriculum to an acceptable criterion of mastery under optimal conditions of instruction and student motivation" (Carroll, 1989: 26). This definition of aptitude very much reminds the principle behind [[mastery learning]]. | * '''Aptitude is the main explanatory variable defined as the "the amount of time a student needs to learn a given task, unit of instruction, or curriculum to an acceptable criterion of mastery under optimal conditions of instruction and student motivation" (Carroll, 1989: 26). This definition of aptitude very much reminds the principle behind [[mastery learning]]. "High aptitude is indicated when a student needs a relatively small amount of time to learn, low aptitude is indicated when a student needs much more than average time to learn" (Carrol: 1989: 26). | ||
* '''Opportunity to learn''': Amount of time available for learning within the curriculum or other contexts. | * '''Opportunity to learn''': Amount of time available for learning within the curriculum or other contexts. Carrol (1998:26) notes that "frequently, opportunity to learn is less than required in view of the students aptitude. | ||
* '''Ability to understand instruction''': relates to learning skills and language comprehension. | * '''Ability to understand instruction''': relates to learning skills and language comprehension. | ||
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== Links == | == Links == | ||
Huitt, Overview of Classroom Processes / Carroll's Model of School Learning, [http://chiron.valdosta.edu/whuitt/col/process/class.html HTML] (retrieved 16: | Huitt, Overview of Classroom Processes / Carroll's Model of School Learning, [http://chiron.valdosta.edu/whuitt/col/process/class.html HTML] (retrieved 16:37, 23 May 2006 (MEST)). | ||
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* Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733. | * Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733. | ||
* Carroll, J. B. (1989), The Carroll Model: A 25-Year Retrospective and Prospective View, Educational Researcher [http://www.jstor.org/view/0013189x/ap040182/04a00060/0 HTML/Bitmap] (restricted access). | |||
* Reeves, TC, & Reeves, PM (1997). A model of the effective dimensions of interactive learning on the World Wide Web. [http://it.coe.uga.edu/~treeves/WebPaper.pdf PDF]. (This paper provides a good introduction to the Carroll Model and adds its own [[Reeves model of WWW-based learning). | * Reeves, TC, & Reeves, PM (1997). A model of the effective dimensions of interactive learning on the World Wide Web. [http://it.coe.uga.edu/~treeves/WebPaper.pdf PDF]. (This paper provides a good introduction to the Carroll Model and adds its own [[Reeves model of WWW-based learning). | ||
[[Category: Instructional design models]] | [[Category: Instructional design models]] | ||
Revision as of 16:37, 23 May 2006
Definition
- In 1993, John Carroll proposed a model for school learning. Learning was defined as function of efforts spent in relation to efforts needed. Most of the model is time based.
- According to Huitt ([1]): “{{{1}}}”. (DSchneider believes that this definition does not capture the full model).
The Model
According to Reeves (1997) Carrol's model include six elements with one output variable, one input variable and 4 intermediate variables.
- Academic Achievement is the output (as measured by various sorts standard achievement tests)
- Aptitude is the main explanatory variable defined as the "the amount of time a student needs to learn a given task, unit of instruction, or curriculum to an acceptable criterion of mastery under optimal conditions of instruction and student motivation" (Carroll, 1989: 26). This definition of aptitude very much reminds the principle behind mastery learning. "High aptitude is indicated when a student needs a relatively small amount of time to learn, low aptitude is indicated when a student needs much more than average time to learn" (Carrol: 1989: 26).
- Opportunity to learn: Amount of time available for learning within the curriculum or other contexts. Carrol (1998:26) notes that "frequently, opportunity to learn is less than required in view of the students aptitude.
- Ability to understand instruction: relates to learning skills and language comprehension.
- Quality of instruction: good instructional design, e.g. like it is usually defined in behaviorist frameworks like nine events of instruction
- Perseverance: Amount of time a student is willing to spend on a given task of set of objectives.
Links
Huitt, Overview of Classroom Processes / Carroll's Model of School Learning, HTML (retrieved 16:37, 23 May 2006 (MEST)).
References
- Carroll, J. B. (1968). On learning from being told. Educational Psychologist, 5, 4-10.
- Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
- Carroll, J. B. (1989), The Carroll Model: A 25-Year Retrospective and Prospective View, Educational Researcher HTML/Bitmap (restricted access).
- Reeves, TC, & Reeves, PM (1997). A model of the effective dimensions of interactive learning on the World Wide Web. PDF. (This paper provides a good introduction to the Carroll Model and adds its own [[Reeves model of WWW-based learning).