Carroll model of school learning: Difference between revisions
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== The Model == | == The Model == | ||
According to Reeves (1997) Carrol's model include | 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]]. | |||
* '''Opportunity to learn''': Amount of time available for learning within the curriculum or other contexts. | |||
* '''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. | |||
[[Image: carrol-school-learning-by-reeves.png]] | [[Image: carrol-school-learning-by-reeves.png]] | ||
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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 16:20, 23 May 2006 (MEST)). | ||
Revision as of 15:20, 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.
According to Huitt ([1]): “{{{1}}}”
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.
- Opportunity to learn: Amount of time available for learning within the curriculum or other contexts.
- 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 16:20, 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.
- 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).