What Would Vygotsky Say? Effectiveness of Standards-Based Learning Environment

• In Event: 47.064 - Constructivist-Aligned Teaching Practices: Implementation, Principles, and Fidelity

Abstract

The purpose of this study was to explore student outcomes and perceptions of learning in standards based reform efforts. Participants of the study (N=95) were situated in three different learning environments: online (computer represents the more capable peer), traditional approach (teacher represents the more capable peer), or cooperative approach (other students represent the more capable peer). Standardized final exam scores, days absent, course completion and student reflection data were collected. More students passed the final exam (96%) and the mean final exam score was four points higher (82) in cooperative teaching approach classes. Forty five percent of online students did not complete the course. Non-online students perceived “virtual day” experiences to lack collaboration and relevancy.

Authors

• Dorothy Holley, Clayton High School

• Kathryn Stevenson

• Soonhye Park, North Carolina State University