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1.
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
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Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary
hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping
for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by working in pairs (n = 53) for six lessons. As an interdisciplinary learning activity in such complex knowledge domains has to combine many different
aspects, we focused on long-term knowledge. Learners working cooperatively in dyads constructed computer-supported concept
maps which were analysed by specific software. The data analysis encompassed structural aspects of the knowledge corresponding
to a target reference map. After the learning unit, the results showed the acquisition of higher-order domain-specific knowledge
structures which indicates successful interdisciplinary learning through the hypermedia learning environment. The benefit
of using a computer-assisted concept mapping assessment for research in science education, and in science classrooms is considered. 相似文献
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While research has documented the key role of monitoring processes during hypermedia learning, limited empirical research
has used process data to examine the possibility that these processes mediate the relationship between motivational constructs
(such as self-efficacy) and cognitive factors (such as prior domain knowledge) with hypermedia learning outcomes. This multi-method
study addressed this issue by examining: (1) The extent to which the relationship between self-efficacy and hypermedia learning
outcomes is mediated by the use of specific monitoring processes and; (2) The extent to which the relationship between prior
domain knowledge and hypermedia learning outcomes is mediated by the use of specific monitoring processes. Participants included
68 education majors. A self-report questionnaire was used to measure self-efficacy, a pretest was used to measure prior domain
knowledge, a posttest was used to measure learning outcomes, and a think-aloud protocol were used to identify the deployment
of monitoring processes during a 30-min hypermedia learning task. Results indicated that the relationship between self-efficacy
and specific monitoring processes (Monitoring Understanding, Monitoring Environment, and Monitoring Progress Towards Goals) was significantly detectable. Additionally, the relationship between prior domain knowledge and Monitoring Understanding was significantly detectable. Lastly, regression analyses revealed that the relationship between self-efficacy and hypermedia
learning outcomes was mediated by the extent to which participants monitored their understanding and the environment. 相似文献
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This research focused on use of power, decision‐making and communication styles of spouses in marital dyads, and the level of marital satisfaction of the partners in these relationships. Drawing primarily on previous work involving Management Communication Style and decision‐making styles in organizational and instructional communication contexts, but also examining directly relevant work within the marital context, three hypotheses and five research questions were advanced. Marital satisfaction for members of 136 marital dyads was examined to determine its relationship with self‐ and spouse‐reported communication and decision‐making styles and use of various power bases in communication designed to influence marital partner. The three hypotheses were supported by the findings: 1) Self‐reported satisfaction as a member of a marital dyad was positively related to the spouse's use of a more co‐active style of communication and decision‐making; 2) Such satisfaction was positively related to one's spouse's communication of referent power; and 3) Such satisfaction was negatively related to one's spouse's communication of coercive power. Use of reward power was also found to be negatively associated with a spouse's marital satisfaction. With only one meaningful exception, results for husbands and wives were very similar. 相似文献
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Mate value discrepancy (MVD), the perceived difference in resource value between self and partner in romantic relationships, may impact both forgiveness and jealousy. One hundred seventy-nine participants rated their own and their partner's mate value, and self-reported forgiveness and jealousy. MVD was associated with forgiveness in romantic relationships in that the higher the value of one's mate in relation to self, the more likely an individual would forgive that partner's transgression. Similarly, MVD played a role with jealousy in that the higher the value of the partner, the more likely an individual experienced jealousy. Additionally, individuals were more likely to forgive transgressions when their partners had higher mate values than theirs, even when jealousy is experienced. 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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Magda Osman 《Learning and individual differences》2012,22(5):575-584
Monitoring refers to online awareness and self-evaluation of one's goal-directed actions, while Control refers to the generation and selection of goal-directed actions (Osman, 2010a). The present study examines the extent to which external estimations of performance influence monitoring and control behaviors. To achieve this, a complex dynamic decision making task was used in which three different cues were manipulated in order to control three outcomes. The experiment was divided into two conditions. The Externally guided-condition received information designed to influence people's evaluation of control performance, whereas the Self-guided-condition was not provided this information. The findings revealed that control performance differed according to whether the success of one's actions was evaluated against external or self-guided estimations of performance. This article proposes that Monitoring behaviors can strongly influence control behaviors and this is achieved according to the way in which outcomes of decisions are evaluated. Finally, with respect to adult learning, the findings from this study suggest that setting one's own goals do not lead to improvements in learning when the task is a complex one. 相似文献
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《Learning and Instruction》2000,10(4):311-330
In this article we present the results of an experimental study of the influence of task characteristics on the characteristics of elaboration of conceptual knowledge in social interaction. With a pre-test and post-test we measured individual learning outcomes. We constructed a coding scheme that focuses on the communicative functions and propositional content of utterances and on elaborative episodes. The subjects were 40 students who worked in dyads on a collaborative task about electricity in one of four conditions. We compared a concept mapping task with a poster task and investigated the effect of a phase of individual preparation. The post-test scores were significantly higher than the pre-test scores. Individual preparation created better learning results and the asking of more questions. The concept mapping conditions showed more discussion of electricity concepts, collaboratively elaborated conflicts and reasoning, but no higher individual learning outcomes. In the concept mapping conditions, elaboration was related to individual learning outcomes. 相似文献
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This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little published on how, indeed if, this learning occurs. Our account contributes to this gap and in doing so draws attention to the ethical and political challenges which can arise when undertaking research within one's own organization. We present the tale of two sets, one during and one after an educational programme. In doing so, we highlight the tensions involved in integrating learning with problem-solving. We illustrate how learning which seemed initially to be lost was later found through action learning. 相似文献
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《学习科学杂志》2013,22(2):145-199
A central premise of this article is that hypermedia tools may be developed for case and problem-centered learning in order to achieve significant learning outcomes such as deep conceptual understanding, conceptual change, and knowledge transfer. An approach for developing hypermedia case and problem-centered knowledge resources is proposed-the knowledge mediator framework (KMF)-which consists of design elements and learning activities that have specific sociocognitive theoretical and research rationales. A proof-of-concept study is then discussed; it involved high school students using a hypermedia system based on the main features of the KMF to learn neo-Darwinian evolutionary biology. Students using the experimental hypermedia system were found to change their evolutionary biology problem-solving models, and to continue to use expert-like models even 1 year after using the system. The use of the KMF to develop hypermedia learning materials in other domains and for constructive student projects is also considered. Overall, it is hoped that the framework and research outlined in this article may contribute to design and pedagogical principles for hypermedia learning tools that help students construct rich and useful understandings of challenging knowledge. 相似文献
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Jessica Dehler Zufferey Daniel Bodemer Jürgen Buder Friedrich W. Hesse 《Journal of Experimental Education》2013,81(1):102-125
Awareness of the knowledge of learning partners is not always sufficiently available in collaborative learning scenarios. To compensate, the authors propose to provide collaborators with partner knowledge awareness by means of a visualization tool. Partner knowledge awareness can be used to adapt messages toward the partner. This study investigated the cognitive consequences of message adaptation on producers. The authors chose a simulated collaboration scenario in order to dissociate the producer effect from recipient and collaboration effects. Results on 42 participants that had been randomly assigned to either the partner knowledge awareness condition (partner and own knowledge visualized) or the control condition (only own knowledge visualized) are reported here. Participants in the partner knowledge awareness condition adapted their contributions according to the visualized partner's knowledge and benefited with regard to the acquisition of elaborated knowledge. 相似文献
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《Teaching and Teacher Education》1996,12(1):39-47
Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same “visible” students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach. 相似文献
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We investigated the development of general teachers' and special education teachers' cooperation in teaching dyads in inclusive classes. At the beginning, the middle, and the end of the school year, 13 dyads reported on their cooperation behavior and 184 students rated their perception of these teaching dyads' cooperation. Multilevel analysis revealed no change in cooperation behavior for general and special education teachers. No reciprocal effects between the dyad members' cooperation behavior occurred. Students' perception of the dyadic cooperation decreased. The results indicate that the dyad members failed to harmonize as an effective teaching dyad. 相似文献
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Differences between stories written by learning handicapped students working alone and those produced when they worked in dyads were related to individual differences in writing skills and to the collaborative interactions that occurred in the dyads. The relationship between individual and dyad performance was characterized in terms of several outcome models (synergistic, most-competent member, least-competent member, and mean). Of the 10 dyads examined, the synergistic model was appropriate for 2; the other 8 dyads reflected the least-competent member model or a mix of the least-competent and mean models. Synergistic outcomes were associated with lack of disagreeing and contentious interactions and relatively low rates of interaction among the members. Least-competent member outcomes were associated with high rates of interaction and/or high rates of disagreeing or contentious behavior. The discussion focuses on potential tradeoffs between interactions about writing and actual text generation, and the impact of the individual's performance level on this tradeoff. 相似文献
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In this study we describe the social interactions of ability-grouped dyads as they constructed knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. The verbal and nonverbal behaviors of 30 fifth-grade students were recorded as they completed three activities related to balance. These student interactions were examined within a framework of social cognition. For each dyad, characteristics of ability-grouped dyads were identified. Results revealed that high-achieving students effectively used prior experiences, maintained focus on the learning task, and were able to manipulate the equipment effectively to construct knowledge. Low-achieving students exhibited off-task behavior, lacked a metacognitive framework for organizing the learning tasks, centered on irrelevant features of the equipment, and were unable to use language effectively to mediate learning. Within low-high student dyads, high-achieving students typically modeled thinking processes and strategies for manipulating equipment. In addition, they focused the low-achieving students on the components of the tasks while verbally monitoring their progress, thus enabling low students to identify the critical features necessary for concept construction. These results highlighted the differences that students have in the use of language and tools. Low students' inefficient use of tools has implications for the ways science teachers structure lessons and group students for laboratory work. 相似文献
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The present study evaluated the degree of parental similarity–dissimilarity across parenting dimensions operationalized in terms of: (1) one's own and one's partner's style; (2) meta-emotion belief structures; (3) behavioral strategies in reaction to children's emotions; as well as (4) parental support and responsiveness. The first four dimensions were assessed with independent self-reports from both mothers and fathers and the latter was measured through observed behaviors in a discussion of emotions. Fifty-seven families participated. The mothers (92%) and fathers (90%) of preschool-aged children (mean age 57.5 months, 54% male) were predominantly of Mexican descent. Results revealed significant similarity when comparing mothers’ and fathers’ observed behaviors. Agreement among parents also emerged when comparing minimizing coping reactions to children's emotional displays and self-reported and reports of one's partner's authoritative parenting. Despite evidence of agreement on use of authoritative strategies and similarity on observed behaviors, comparisons of mean levels revealed dissimilarity. The participating mothers reported a greater tendency to employ authoritative strategies and their partners’ ratings of the mothers’ parenting confirmed this perceived difference. In addition, comparisons of mothers’ and fathers’ observed behaviors in interaction with their children suggested that, while mothers and fathers are engaged in similar behaviors, mothers are observed to engage in them more frequently. These results reinforce the need to assess both parents, employing multiple methods, in determining interdependence or their combined and unique contributions to socializing children. 相似文献
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Steve Fox 《Action Learning: Research and Practice》2009,6(1):5-16
Action learning is a pedagogical practice that helps participants learn by talking about their workplace action with fellow participants (‘comrades in adversity’) in their action learning set. This paper raises questions about the action in action learning, such as: how do members of an action learning set learn from and through each other? How do they learn through their developing conversation and interaction?
To answer such questions, I argue that, ‘ethnomethodology’ (the study of ‘member's methods’ or ‘folk methods’ for doing any kind of practical action) is useful for showing the intricacy of the practical learning process in action learning, as in learning in action, more generally. The paper illustrates the conversational and interactional work of members doing things and learning together in action (for example discovering things in science and in board meetings); and argues that this approach may also be used to study action learning in practice. 相似文献
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Distance learners were found to differ from face‐to‐face learners in that they were more ‘isolated’ and experienced lower levels of self‐confidence. They also displayed a higher desire for structure in their learning materials, and this was interpreted as a tactic for dealing with their more difficult learning situation. If distance educators react simply by providing the desired structure, they necessarily neglect certain desirable educational goals such as fostering willingness to organize one's own learning or to evaluate one's own work. For these reasons, it is preferable to try to develop teaching and learning approaches which help students master their difficulties, rather than accepting the difficulties as a limiting factor in distance learning settings. 相似文献