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21.
Contrary to system-controlled multimedia learning environments, hypermedia systems are characterized by a high level of interactivity.
This interactivity is referred to as learner control in the respective literature. For several reasons this learner control
is seen as a major advantage of hypermedia for learning and instruction. For instance, learner control might increase students’
interest and motivation, facilitate adaptive instruction, or provide affordances for active and constructive information processing.
In this paper we analyze the instructional potentials of learner-controlled hypermedia environments as well as possible reasons
for the ambiguous results of studies that have aimed at determining the effectiveness of hypermedia learning. According to
our analysis, the potential effectiveness of self-controlled learning with hypermedia might be difficult to demonstrate due
to (1) usability problems (i.e., disorientation, distraction, cognitive overload), (2) moderating learner characteristics
(i.e., prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning), (3) a lack of conceptual
foundations, and (4) methodological shortcomings of many hypermedia studies. The findings reviewed in this paper and the corresponding
claim that hypermedia may be effective only if used in a sensible way are used to derive a couple of guidelines for further
research on hypermedia learning. 相似文献
22.
In this study, we used think-aloud verbal protocols to examine how various macro-level processes of self-regulated learning (SRL; e.g., planning, monitoring, strategy use, handling of task difficulty and demands) were associated with the acquisition of a sophisticated mental model of a complex biological system. Numerous studies examine how specific micro-level SRL processes such as judgments of learning or prior knowledge activation are related to learning outcomes. However, it is also valuable to look at these processes in macro-level aggregates because efficacy and use of micro-level strategies can vary due to individual differences. Two hundred and nineteen high-school and middle-school students produced think-aloud protocols while learning with a hypermedia environment. We transcribed and coded participants’ learning sessions for the use of micro- and macro-level SRL processes. Participants’ developmental level, prior knowledge, and monitoring behaviors were associated with posttest mental model sophistication. These results illustrate that monitoring is a key SRL process when developing an understanding of a complex science topic using hypermedia. 相似文献
23.
Roger Azevedo Daniel C. Moos Jeffrey A. Greene Fielding I. Winters Jennifer G. Cromley 《Educational technology research and development : ETR & D》2008,56(1):45-72
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected
adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students
with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition
regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated
learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings
revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater
number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated
that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring
activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL
condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design
principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex
and challenging science topics.
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
Roger AzevedoEmail: |
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
24.
Alexander Fronk Ernst-Erich Doberkat Johannes Bergemann und Ulrich-Walter Gans 《Informatik - Forschung und Entwicklung》2004,18(3-4):189-200
Zusammenfassung. Die Erfassung und Umsetzung von Anforderungen an ein Software-Produkt stellt in interdisziplinären Projekten hohe Anforderungen an die Kommunikation zwischen den Projektpartnern. Das Requirements Engineering bietet zwar genügend systematische Ansätze, Anforderungen zu explorieren, zu validieren oder auf Konsistenz zu testen, sodass eine angemessene Umsetzung zum Beispiel durch inkrementelles Prototyping folgen kann. Diese Systematik zielt jedoch auf Entwurf und Implementierung von Software ab. Wir stellen einen Ansatz vor, der eine geeignete Auswahl kommerzieller Werkzeuge schrittweise, also inkrementell nutzt, um in einem interdisziplinären Projekt Anforderungen an webbasierte Studieneinheiten für die klassischen Altertumswissenschaften zu erheben, prototypisch zu gestalten und den Entwicklungsprozess der Studieneinheiten mit Hilfe eines Content Management Systems zu organisieren und zu strukturieren. Hierbei treten bemerkenswerte Parallelen zum klassischen Prototyping auf. Das methodische Vorgehen wird als Ergänzung zur klassischen Anforderungserfassung im Falle nicht-technisch ausgerichteter Projektpartner diskutiert.Eingegangen am 1. Oktober 2002, Angenommen am 16. Januar 2004, CR Subject Classification:
D.2.1, H.5.1, I.7.2, K.3.1, K.4.3,
J.5, H.1.2 相似文献
25.
适应性教育超媒体系统——模型、方法与技术 总被引:16,自引:1,他引:16
适应性超媒体是一个新兴的研究领域 ,位于超媒体 /超文本、适应性系统和智能教学系统的交叉点上。该文的目的是对该领域的研究状况作一总结 ,首先 ,将回答三个重要问题 :什么是适应性超媒体系统AHS (Adaptivehypermediasystem) ?为什么要适应性 ?适应什么 ?然后 ,将介绍在AHS中所用到的一些方法和技术 ,接着是AHS的系统结构以及一些实验结论 相似文献
26.
Think-aloud and pre-test data were collected from 49 undergraduates with varying levels of prior domain knowledge to examine the relationship between prior domain knowledge and self-regulated learning with hypermedia. During the experimental session, each participant individually completed a pretest on the circulatory system, and then one 40-min hypermedia learning task during which he or she learned about the circulatory system. Think-aloud data were collected during the 40-min learning task to measure each participant’s use of specific self-regulated learning processes related to planning, monitoring, and strategy use. Results indicate that prior domain knowledge is significantly related to how the participants self-regulated their learning during the 40-min learning task with hypermedia. Specifically, prior domain knowledge is positively related to participants’ monitoring and planning and negatively related to their use of strategies during the hypermedia learning task. 相似文献