共查询到20条相似文献，搜索用时 62 毫秒
1.
The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed. 相似文献
2.
Jeroen Janssen Femke Kirschner Gijsbert Erkens Paul A. Kirschner Fred Paas 《Educational Psychology Review》2010,22(2):139-154
Traditional research on collaborative learning employs a “black box” approach that makes it difficult to gain a deeper understanding
of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process
of collaboration, in order to establish which interaction features are likely to make learning more effective and efficient
for group members. Although cognitive load theory has been developed in the context of individual learning situations, it
may provide a promising new way of looking inside the black box, assuming that students working in groups have more processing
capacity than students working individually. The aim of this article is to provide an overview of the process-oriented and
cognitive-load approaches to conducting collaborative learning research, to highlight their respective advantages and disadvantages,
and to suggest how they can be combined in order to address new research questions. 相似文献
3.
David H. Jonassen Lucia Rohrer-Murphy 《Educational technology research and development : ETR & D》1999,47(1):61-79
The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). This paper argues that activity theory provides an appropriate framework for analyzing needs, tasks, and outcomes for designing CLEs. Activity theory is a socio-cultural, socio-historical lens through which designers can analyze human activity systems. It focuses on the interaction of human activity and consciousness within its relevant environmental context. Since conscious learning emerges from activity (performance), not as a precursor to it, CLEs should attempt to replicate the activity structures, tools and sign systems, socio-cultural rules, and community expectations that performers must accommodate while acting on some object of learning. After explicating assumptions of activity theory and briefly describing the components of CLEs, this paper describes a process for using activity theory as a framework for describing the components of an activity system that can be modeled in CLEs.His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.Her research interests include activity theory and structural knowledge. 相似文献
4.
Shu-Ling Wang Hui-Ting Hong 《Educational technology research and development : ETR & D》2018,66(4):937-953
Research has suggested that self or co-regulated learning is very helpful for the development of students’ autonomy, and is particularly important in online learning environments, because such non-linear environments tend to lack focus and teachers’ monitoring. The social cognitive research suggests that highly self-regulated learners have higher motivation and more control of their learning behaviors, and thus generate better outcomes on an individual basis rather on a group basis. This study thus attempts to extend the social cognitive perspective of self-regulated learning to collective regulated learning, and to investigate the relationships among collective beliefs (i.e., collective task value, a newly developed group motivation), collaborative behaviors (i.e., group cohesion, cognitive quality of collaborative interactions), and collaborative performance through collaborative creation in the CSCL environment. A total of 96 college students participated in this study. Both quantitative and qualitative analyses were applied. The results indicate that collective task value is a reliable and valid construct. The results also show that collective task value significantly predicts students’ group cohesion and collaborative performance, although it does not predict students’ cognitive quality of collaborative interactions. Students’ group cohesion and higher level of cognitive quality in collaborative interactions also both significantly predict their collaborative performance through collaborative creation in the CSCL environment. 相似文献
5.
In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive–situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained motivation in collaborative learning activities, the social is mainly conceived as a unidirectional source of influence on individual motivation. In the article we examine the significance of motivation in research on collaborative learning. We discuss two characterizations of the role of the social in conceptualizations of motivation, namely, social influence and social construction, and outline our case for moving beyond the cognitive–situative divide and combining individual and social processes in research on motivation. Finally, we present illustrations from recent research on motivation in collaborative learning that has attempted to bridge the cognitive–situative divide across theoretical perspectives or using different methods. 相似文献
6.
《学习科学杂志》2013,22(4):329-355
More than 400 individuals participated in an experiment involving two versions of a computer-based tutor teaching principles of electricity. We examined the relations among elective tool use, learning environment, outcome, and efficiency. We also tested the influence of both individual differences and learning environment on tool-usage behavior. The data showed no differences between the two learning environments (rule application vs. rule induction) with regard to outcome performance or learning efficiency. In addition, neither environment significantly influenced overall tool use. There was a main effect of tool use on learning outcome, but not on learning time. We categorized learners into four groups, based on tool-usage patterns and found that (a) people tended to show stable patterns across time and (b) that patterns differed significantly in terms of learning outcome—it was most effective to use the online tools earlier in the learning process rather than later. In terms of individual differences, we identified the characteristics of learners who evidenced different tool-usage patterns. They varied according to cognitive ability, domain-related interest, and gender. We propose a causal model that takes into account all of these data sources in predicting posttest performance. The article concludes with implications of these findings for those interested in maximizing instructional effectiveness, as well as suggestions for future research directions. 相似文献
7.
Wolfgang Schnotz Justus Böckheler Harriet Grzondziel 《European Journal of Psychology of Education - EJPE》1999,14(2):245-265
Computer-based multimedia learning environments make it possible to present interactive animated pictures, which can be manipulated for active exploratory learning and which allow the dynamic behavior of complex subject matter to be displayed. Due to the large range of possibilities for exploratory interaction, such learning environments seem well suited for co-operative learning in which different learners analyse the presented subject matter from different perspectives. This paper first describes a theoretical framework for learning from texts and pictures together with an analysis of possible effects of animation and interactivity on knowledge acquisition. It then presents two empirical studies in which knowledge acquisition from interactive animated pictures was compared with knowledge acquisition from static pictures under the conditions of individual learning (Study I) and of cooperative learning (Study II). In Study I, learning with interactive animated pictures resulted in a superior encoding of detail information, but did not facilitate performance of mental simulation tasks. In Study II, learning with interactive animated pictures resulted both in inferior encoding of detail information and poorer results in mental simulations. These findings and the analysis of discourse protocols of subjects’ co-operation suggest that exploratory learning with interactive animated pictures is associated with extraneous cognitive load and that this load can be further increased by the co-ordination demands of co-operative learning. Although animated pictures may provide external support for mental simulations, they do not appear to be generally beneficial for learning, because they can prevent individuals from performing relevant cognitive processes. 相似文献
8.
Elena Novak Jerry Daday Kerrie McDaniel 《Educational technology research and development : ETR & D》2018,66(5):1189-1209
This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed. 相似文献
9.
Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments
Benjamin E. Erlandson Brian C. Nelson Wilhelmina C. Savenye 《Educational technology research and development : ETR & D》2010,58(6):693-710
Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry
curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of
multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich
information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive
load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight
undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant
positive results were found for reducing cognitive load for participants communicating through voice-based chat, although
this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully
reduce cognitive load in MUVE-based inquiry curricula. 相似文献
10.
Kristian Kiili 《Education and Information Technologies》2006,11(1):21-32
The purpose of this paper is to present a participatory multimedia learning model that can be used in designing multimedia
learning environments that support an active learning process and creative participation. Participatory multimedia learning
can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim
of the model is to represent the human information processing system and to support the transformation of free cognitive resources
into a germane cognitive load needed for knowledge construction. The paper also elaborates on the results of an empirical
study examining the effectiveness of student-generated illustrations. Finnish elementary school students (N = 187) learned about the human immune system by interacting with multimedia learning materials. Students performed better
on a retention test when they generated their own illustrations by drawing and when explanations were presented as animations,
compared to students who received only textual material or generated illustrations from images offered. 相似文献
11.
胡勇 《现代远程教育研究》2014,(3):87-93,107
在线学习环境缺乏人际交互的缺点在一定程度上决定了在线学习需要依靠学习者之间的交流和协作才能维持。对于在线学习的实际成效,研究者已经开发了不同的测量工具和评价方法来对其进行测量,但由于这些工具和方法之间缺乏内在一致性,使得针对学习的直接测量十分困难,因而感知学习常被用作反映学习的指标,也被视为衡量网络教学成功的重要标志之一。影响感知学习的变量很多,既有个体层面的,也有小组层面的。以天津职业技术师范大学本科生参与的网络课程“远程教育学”为例,运用逐步回归方法进行的实证研究表明：个体层面的变量——个体的协作学习态度、与熟人的交流能力,小组层面的变量——小组任务的相互依赖、小组任务的有效分配以及社会临场感都会显著影响学习者的感知学习。 相似文献
12.
Knowledge elaboration: A cognitive load perspective 总被引：3，自引：3，他引：0
The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner's LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments. 相似文献
13.
在协作学习中学习投入与学习成效紧密相关,是学生进行有效参与和深度学习的必要条件。但目前的研究大多针对个人学习投入,缺乏在协作学习中小组学习投入的相关研究。在前人研究基础上,本研究从认知投入、行为投入、社会投入、情感投入四个维度构建了在线协作学习中小组学习投入的分析模型,并通过实证研究进一步探索小组投入分析模型各维度与小组学习成绩之间的关系。结果表明,在小组学习投入中行为投入、社交投入与小组成绩呈显著正相关关系,而积极、消极、困惑三类情感投入则与小组成绩呈负相关关系。研究同时发现,高分组在中立情感投入、认知投入的问题和元认知维度中的均值都高于低分组。最后,通过分析在线小组学习投入与成绩之间的关系,为今后优化学习支持服务以及提高小组成员协作质量提供了依据。 相似文献
14.
GIULIANA DETTORI TANIA GIANNETTI & DONATELLA PERSICO 《European Journal of Education》2006,41(3-4):397-414
The aim of this article is to investigate the relation between self-regulated learning and online collaborative environments. Based on the study of a blended course for trainee teachers, it explores the potential of the online collaborative component of the course for the practice and development of Self-Regulated Learning. The study made use of two questionnaires, developed within the TELEPEERS European project, to evaluate the potential support to SRL provided by technology-enhanced learning environments. The results provide information about the aspects of SRL practised in our environment. These include social competences, such as communication and negotiation with tutors and peers, emotional and motivational aspects, such as keeping up motivation and maintaining and restoring a positive working attitude, and cognitive and metacognitive skills such as management of time and learning environment and reflection on learning outcomes. The study also suggests the need to consider not only the SRL of the individuals involved in the learning process, but also the SRL of the whole community, that is, the result of the mediation between individual autonomy and group collaboration. 相似文献
15.
Matthew Keefer 《Interchange》2002,33(4):395-417
The objective of this research into teacher education was to provide teachers with a deeper understanding of the cognitive goals of an inquiry-based learning program — Schools for Thought (SFT), and how these might be fostered using specific classroom activities. The classroom activities the workshops analyzed are derived from cognitive research aimed at fostering constructivist learning environments and include various strategies for facilitating collaborative learning and discussion among students (Bruer, 1993; Brown & Campione, 1994). The study documents 13 workshop sessions with teachers from grade 6,7, and 8. Teachers were asked to videotape segments of classroom activities in each of four phases of the SFT research cycle. The videotapes were edited by the authors and then discussed with teachers focusing on their effectiveness at implementing the cognitive goals for each unit phase. Analysis of these sessions reveal a shift in the focus of teachers' discussion from identifying procedures or the planning sequence of inquiry-based activities, to the usefulness these activities have for fostering specific cognitive and pedagogical goals. However, important differences remain in what researchers and teachers consider important when reflecting on teaching. 相似文献
16.
Alexander Skulmowski 《Mind, Brain, and Education》2023,17(1):20-28
Cognitive load measurement is a methodological issue of high importance in all learning settings involving a high perceptual richness, such as virtual and augmented reality. As a result of the growing number of cognitive load measurement methods and surveys, it can be difficult to choose the optimal measurement instrument for learning tasks in perceptually rich environments. Current research suggests that survey-based methods do not necessarily have to be less valid than physiological measures. Furthermore, in several studies, single-item measures of cognitive load have shown a high negative correspondence with learning outcomes. A trend toward a more fine-grained analysis of different components of cognitive load can be observed, but the ability to detect cognitive load depends on selecting an appropriate survey for the specific task. Based on this narrative overview on current developments in cognitive load measurement, recommendations for deciding on a cognitive load measurement method are given. 相似文献
17.
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
18.
Alan Miller 《教育心理学》1987,7(4):251-268
Abstract Cognitive styles are potentially useful in education as a means of characterizing stable individual differences that influence the effectiveness of teaching and learning. However, anyone interested in using styles in either research or practice is faced with a literature that is not only disorganized but also dated. Little basic research is being done to clarify the conceptual and measurement problems that bedevil the field. One way to revive interest in basic research would be to link ‘traditional’ conceptions of cognitive styles with the more vigorous field of cognitive psychology. This might result in new ways of conceptualizing individual styles, as well as resolving the problem of the relationships between styles. In this paper, I take a step in this direction by integrating some of the more common conceptions of cognitive styles into an information processing model of cognition. 相似文献
19.
《International Journal of Educational Research》2004,41(6):445-465
The goal of this chapter is to outline a theoretical and empirical perspective on how learners’ conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent developments in information and communication technologies might be used to implement these environments technologically. In the next step we refer to several exemplary empirical studies to argue that the power of computer-based learning environments will largely depend on very detailed aspects of the learning activities within these environments. In order to design these environments so that they elicit effective learning activities, it is necessary to analyze the factors that determine learners’ goals and their choices of processing strategies. The focus of this paper is on one of these factors, namely on learners’ instructional conceptions with regard to educational technology and its use in instruction. Up to now, there has been nearly no research conducted within the educational community addressing the issue of how this particular type of instructional conceptions determine learning activities. Therefore, we review several relevant findings from neighboring fields like epistemological beliefs, attitude research, human computer interaction, or cognitive modeling. We use this review to demonstrate that there are numerous findings outside the educational technology community that deserve much more resonance in this community than they currently receive. 相似文献
20.
协作学习对学习者综合能力的提升作用与人才素质的要求相契合，是学术研究领域和教学实践领域中的一个热点话题。然而目前协作学习在实践过程中出现了一些问题，不清楚协作学习是否需要教师指导，需要何种指导。这种认识上的不清楚导致实施过程中的盲目性与随意性，加剧了协作学习的混乱。关于这一问题，相关研究者持两种观点：一部分认为应该让学生独立探索，一部分认为学生的认知结构决定他们需要教师指导。实证研究结果都支持“协作学习中需要教师指导”这一理论观点，但基于此进行的影响协作学习效果的教师特征和具体指导方式研究还未形成统一的结论和方法。而且，从因素的角度进行实证研究，忽略影响学习效果因素的复杂性，不具有可验证性，科学性低。基于复杂系统论的研究范式可以避开简单归因的缺点，以系统本身的属性揭示系统运行效果，在一定程度上可以提高研究的科学性。 相似文献