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Books > Social sciences > Education > Study & learning skills
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Using Student Feedback to Improve Learning Materials (Hardcover)
Loot Price: R4,064
Discovery Miles 40 640
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Using Student Feedback to Improve Learning Materials (Hardcover)
Series: Routledge Revivals
Expected to ship within 10 - 15 working days
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The use of self-instructional learning materials, presented through
a wide range of media, was becoming an increasingly pervasive and
important part of the educational scene at all levels, from infant
school to university. Much had been written, both theoretical and
practical, about various aspects of the techniques for developing
such materials. However, one phase of the development process,
while generally recognised to be critical in producing materials of
high quality and educational effectiveness, had been relatively
neglected in the literature. This is the phase of trying out the
materials in draft form on students, collecting feedback and
undertaking revision in the light of the ensuing data. Based on
considerable practical experience, this book, originally published
in 1980, examines the planning and executing of the collection of
feedback from students, on self-instructional learning materials
concerned with various subject-matters and presented through
various media, both printed and audio-visual. A brief survey of the
development of materials-based learning is provided in order to set
the use of student feedback in context, and to sort out some of the
terminology in common use. The main part of the book illustrates a
step by step method through all the stages of the try-out process,
from initial planning of the project to final revision of the
materials. Thus a particular approach to the process of trying out
draft materials is advocated, which is outlined by means of a case
study. Finally, there is an examination of whether using student
feedback to revise learning materials can actually improve their
educational quality and effectiveness, with particular reference to
the approach described earlier. Incorporating a full bibliography,
this study combines a comprehensive review of what is known about
this crucial phase of developing learning materials, with an
original 'how to do it' guide for practitioners which has itself
been subject to extensive try-out.
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