S. Volet et al., IMPLEMENTING PROCESS-BASED INSTRUCTION IN REGULAR UNIVERSITY TEACHING- CONCEPTUAL, METHODOLOGICAL AND PRACTICAL ISSUES, European journal of psychology of education, 10(4), 1995, pp. 385-400
This paper reports an experimental field study aimed at examining whet
her a process-oriented form of instruction (combining program planning
and interactive teaching) which produced outstanding results when imp
lemented by a tutor/researcher (see Volet, 1991) could be wed successf
ully by regular university tutors given detailed guidelines but minima
l training A second aim of the study was to establish the respective c
ontribution of the two sub-components of the instructional package. Th
e results of the study were inconclusive and mise a number of conceptu
al, methodological and practical issues. As in the initial study, expe
rimental students were more satisfied with their learning and for thos
e who had the choice, more inclined to undertake further studies in co
mputing but the intervention did not affect students' achievement. The
results of the study are discussed in relation to the earlier work, a
nd suggestions are made for bridging the gap between educational resea
rch and educational practice in higher education.