ABSTRACT

Background

Academic learning in higher education requires diverse activities such as reading, reviewing, and discussion. However, there are relatively few studies on the effect of the combination of these activities on learning outcomes. In this study, we investigated the combination of self-study and discussions at a selective Korean university.

Methods

The present study compared the two-part instructional sequence of three groups: watching a video lecture (LD) and self-study (SD) groups, both followed by student-led discussions, and reviewing after watching a video lecture (LR) group. We compared test results using verbatim, paraphrased, and transfer items. We also carried out in-depth analyses of dialogs in the discussions.

Findings

In three separate experiments, we found that the discussion groups scored significantly higher than the review group. Moreover, the SD group performed better than the LD group of the two discussion groups. Analyses of dialogue suggest that self-study elicited more active and productive content from the students than lectures, leading to superior performance.

Contribution

Our results indicate that self-study can significantly enhance the learning effect of discussions.

中文翻译：

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自学增强讨论学习效果

摘要

背景

高等教育中的学术学习需要多样化的活动，例如阅读、复习和讨论。然而，关于这些活动的组合对学习成果的影响的研究相对较少。在这项研究中，我们调查了韩国一所大学的自学和讨论相结合的情况。

方法

本研究比较了三组的两部分教学顺序：观看视频讲座（LD）组和自学（SD）组，随后由学生主导讨论，并在观看视频讲座（LR）组后进行复习。我们使用逐字记录、释义和转移项目来比较测试结果。我们还对讨论中的对话进行了深入分析。

发现

在三个独立的实验中，我们发现讨论组的得分明显高于复习组。而且，两个讨论组的SD组表现均优于LD组。对话分析表明，自学比听课能激发学生更积极、更有成效的内容，从而取得优异的成绩。

贡献

我们的结果表明自学可以显着增强讨论的学习效果。