The Effect of Varied Interactive Questioning Strategies in Complementing Visualized Instruction.

Slater, Roberta B.; Dwyer, Francis M.

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Peer reviewed

ERIC Number: EJ569022

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0892-1815

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The Effect of Varied Interactive Questioning Strategies in Complementing Visualized Instruction.

Slater, Roberta B.; Dwyer, Francis M.

International Journal of Instructional Media, v23 n3 p273-80 1996

A study of 62 undergraduates assigned to four instructional treatments receiving variations on interactive questioning strategies with feedback (control, input, processing, output) found insignificant differences in achievement. Concluded that questioning strategies used in this study were not effective in enhancing the effectiveness of visualized instruction. Presents possible explanations for the results. (Author/PEN)

Descriptors: Feedback, Higher Education, Instructional Effectiveness, Questioning Techniques, Undergraduate Students, Visualization

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A