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A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy.
We created a multiple-choice measure of students’ strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of reading comprehension.
One study was conducted at the high school level (N = 175) and two at the undergraduate level (N = 185 and 737). Over the three studies with three different samples, we found good evidence for the internal consistency
reliability and concurrent validity of this type of measure. Commonality analysis suggested that strategy use mainly makes
a shared contribution to comprehension with other predictors, especially inference, and to some extent vocabulary, background
knowledge, and word reading. The measure was relatively easy to construct and easy to administer to large numbers of students,
and showed much higher evidence of concurrent validity than self-ratings of frequency of use of strategies. 相似文献
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Gregory Trevors Melissa Duffy Roger Azevedo 《Educational technology research and development : ETR & D》2014,62(5):507-528
Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE—MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and metacognitive self-regulated learning (SRL) processes—interacts with learner’s prior domain knowledge to affect their note-taking activities and subsequent learning outcomes. Sixty (N = 60) college students studied with MetaTutor for 120 min and took notes on hypermedia content of the human circulatory system. Log-files and screen recordings of learner-system interactions were used to analyze notes for several quantitative and qualitative variables. Results show that most note-taking was a verbatim copy of instructional content, which negatively related to the post-test measure of learning. There was an interaction between prior knowledge and pedagogical agent scaffolding, such that low prior knowledge students took a greater quantity of notes compared to their high prior knowledge counterparts, but only in the absence of MetaTutor SRL scaffolding; when agent SRL scaffolding was present, the note-taking activities of low prior knowledge students were statistically equivalent to the number of notes taken by their high prior knowledge counterparts. Theoretical and instructional design implications are discussed. 相似文献
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Andrea A. diSessa Flavio S. Azevedo Orit Parnafes 《Interactive Learning Environments》2013,21(1-2):109-159
This paper provides a review of the rhetoric behind the component movement in educational software, and a critical analysis and synthesis of issues underlying the movement. We draw on case studies of several significant recent component projects in order to assess claims and to uncover and examine issues that are less often considered. While our empirical base cannot definitively answer all the questions raised, we hope to bring some clarity and some empirically based judgments to bear on how a promising technological innovation can best serve educational ends. Our study led to a focus on three critical issues: (1) the nature of the environment in which components are configured and used; (2) the extent of modifiability that is necessary for effective re-use of components; (3) how the work of designing components and component configurations is distributed among people with different competencies. 相似文献
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Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia 总被引：1，自引：0，他引：1
We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual
scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with hypermedia.
Participants were randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffolding (CS) condition. During the
experimental session, each participant individually completed a pre-test on the circulatory system, a pre-task motivation
questionnaire, one 30-min hypermedia learning task during which they learned about the circulatory system, a motivation questionnaire
at three regular intervals during this learning task, a post-test on the circulatory system, and a post-task motivation questionnaire.
Results indicated that while participants in both conditions gained declarative knowledge, participants who received conceptual
scaffolds during learning demonstrated deeper understanding of the circulatory system on the post-test. In terms of self-regulatory
processes, the results indicated that participants in the CS condition used significantly more planning processes during learning
than participants in the NS condition. Additionally, participants in both conditions significantly decreased their use of
strategies as they progressed through the learning task. Regarding motivation while learning with hypermedia, results indicated
that participants in both conditions reported significantly increased levels of interest as they progressed through the learning
task. Furthermore, participants in the CS condition reported the task as being easier and putting forth less effort than participants
in the NS condition.
相似文献
| Daniel C. MoosEmail: |
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Jennifer G. Cromley Roger Azevedo 《Educational technology research and development : ETR & D》2009,57(3):287-313
New literacies researchers have identified a core set of strategies for locating information, one of which is “reading a Web page to locate information that might be present there” (Leu et al. in: Rush, Eakle, Berger (eds) Secondary school reading and writing: What research reveals for classroom practices, 2007, p. 46). Do middle-school, high school, and undergraduate students (N = 51) differ in effectiveness at locating information within extended hypermedia? Students completed a pretest measure of knowledge about the circulatory system. They then gave verbal answers to 10 researcher-developed questions about the circulatory system, which they answered by searching the environment and thinking aloud about the task. Consistent with large-scale national and international studies, students were only moderately successful at locating information. Successfully locating information was significantly associated with having more prior knowledge, efficient searching, and giving better quality answers to the researcher-posed questions. It was also associated with specific strategies only at the level of individual questions. That is, the “ideal” strategy depended on the question and how the answer was phrased in the text. Implications of the results for teaching students how to search in hypermedia are offered. 相似文献
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We add to research on embodied cognition by investigating the observational practices of amateur astronomers. Specifically, we take an interactionist perspective and examine how the body is recruited, moment by moment, as a resource for producing and communicating meaning during field activity. The data corpus is a set of ethnographic video records and field notes on the routines of a community of astronomers, especially small-group interactions during planning, searching for, observing, and confirming sight of a celestial target. Within this space, our analysis highlights how different modalities of embodied action and reasoning (gestures, tool use, gaze, touch, and others) were deployed and coordinated throughout the process of observing a celestial object and how those emerged in the transactions among participants. Our findings rehearse many issues and topics in the contemporary literature (e.g., gesturing for measuring or representationally) but also reveal important, novel forms of embodied action and reasoning in science, technology, engineering, and mathematics practices (e.g., training the eyes in averted vision and inscribing a celestial scene onto one’s hand). More broadly, these findings further affirm the power of interactionist analyses of knowing and learning while also surfacing areas in which expanded theorizing is needed to account for the full set of cognitive phenomena we observed. 相似文献
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In this study we examined the effectiveness of self-regulated learning (SRL) and externally regulated learning (ERL) on college
students’ learning about a science topic with hypermedia during a 40-min session. A total of 82 college students with little
knowledge of the topic were randomly assigned either to the SRL or ERL condition. Students in the SRL condition regulated
their own learning, while students in the ERL condition had access to a human tutor who facilitated their self-regulated learning.
We converged product (pretest–posttest declarative knowledge and qualitative shifts in participants’ mental models) with process
(think-aloud) data to examine the effectiveness of SRL versus ERL. Analysis of the declarative knowledge measures showed that
the ERL condition group mean was statistically significantly higher than the group mean for the SRL condition on the labeling
and flow diagram tasks. There were no statistically significant differences between groups on the matching task, but both
groups showed statistically significant increases in performance. Further analyses showed that the odds of being in a higher
mental model posttest group were decreased by 65% for the SRL group as compared to the ERL group. In terms of SRL behavior,
participants in the SRL condition engaged in more use of selecting new information sources, re-reading, summarizing, free
searching, and enacting control over the context of their learning. In comparison, the ERL participants engaged in more activation
of prior knowledge, utilization of feeling of knowing and judgment of learning, monitoring their progress toward goals, drawing,
hypothesizing, coordination of information sources, and expressing task difficulty.
An earlier version of this paper was presented at the international conference of Artificial Intelligence in Education (AI-Ed
2007), Los Angeles, LA (July, 2007). 相似文献