Does Method Matter? A Meta-Analysis of the Effects of Training Method on Older Learner Training Performance
通过元分析，研究了讲座、示范和主动参与三种培训方法以及材料、反馈、自定进度和小组规模四个因素对老年学习者培训表现的影响，发现自定进度解释的变异最大。
Training the older learner has been the topic of considerable discussion but there is no consensus on which instructional methods are associated with higher observed training performance. We use random factors meta-analysis to explore the effects of three instructional methods (lecture, modeling, and active participation) and four instructional factors (materials, feedback, pacing, and group size) on observed training performance. The results reveal that all three instructional methods and two instructional factors, self-pacing and group size, explain unique variance in observed training performance. Self-pacing explained the greatest proportion of the observed variance. Implications of these results are discussed.