Task- and Standard-based Learning: An Instructional Psychology Perspective

by Hermann Astleitner (Editor), Hans-Jörg Herber (Editor)

Overview

Tasks and standards play a major role within recent attempts to improve quality in education, like, for example, PISA (Program for International Student Assessment). Within this book, first, the relationship between instructional psychology, educational standards, and task-related learning research is outlined. Then a theoretical model of task attributes, which are relevant for learning, is depicted. Based on certain task attributes (e.g., task complexity and sequencing), two experimental studies are conducted in order to test task effects on learning and motivation. Results showed that effects of tasks varied in respect to task contexts and personality characteristics of the learner. Within an exploration study, using LISREL, a theory of emotional processes was tested in order to find emotional standards for reading. Within a section of application, it is shown how task-related research could be used to design self-regulated learning materials and activities, which support teaching. Finally, standards for educational practices (web-based teacher education) are formulated and discussed.

Product Details

ISBN-13:	9783631551356
Publisher:	Peter Lang GmbH, Internationaler Verlag der Wissenschaften
Publication date:	10/25/2006
Pages:	116
Product dimensions:	5.83(w) x 8.27(h) x (d)

About the Author

The Editors: Hermann Astleitner (Associate Professor) and Hans-Jörg Herber (Professor) are with the Department of Educational Research at the University of Salzburg, Austria (URL http: //www.uni-salzburg.at/erz_soz). Their main research interests are instructional systems design, motivation, emotion, and learning.

Table of Contents

Contents: Hermann Astleitner: Introduction: Tasks and standards in learning and instructional psychology – Hermann Astleitner: Theory: Designing task-based learning sequences. A categorical model of task attributes – Hermann Astleitner/Hans-Jörg Herber: Effects of task sequencing on learning and motivation – Hans-Jörg Herber/Éva Vásárhelyi/Karl-Josef Parisot/Hermann Astleitner: Task complexity and trait-treatment-interactions in learning mathematics. A quasi-experiment – Hermann Astleitner/Taher Farahat: Finding emotional standards for reading. An exploration study using LISREL – Hermann Astleitner/Iwan Pasuchin: Increasing effectiveness of instruction and reducing pressure for teachers by self-regulated learning – Hermann Astleitner/Jean-Luc Patry: Standards in web-based teacher education.