A Model of Meta-Learning for Web-Based Navigational Learning

Kashihara, Akihiro; Hasegawa, Shinobu

doi:10.2316/journal.208.2005.4.208-0862

Cited by 11 publications

(9 citation statements)

References 3 publications

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“…Web recently brings about a lot of opportunities for learners to investigate any topics to learn, which allows them to construct a wider, deeper, and timely knowledge from a great variety of Web resources [1,2].…”

Section: Introductionmentioning

confidence: 99%

Fadable scaffolding for investigative learning with web resources

Oishi

Kashihara

2013

2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET)

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In investigative learning with Web resources, learners are required to build a learning scenario, which explains what/how to investigate. However, it is difficult for them to build it concurrent with learning the resources. The main issue addressed in this paper is how to activate the learning scenario building in order to develop skill in investigative learning. This paper discusses a fadable scaffolding method for the skill development, in which parts of the learning scenario to be built are presented as a scaffold and are faded in accordance with their skill.

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Section: Introductionmentioning

confidence: 99%

Fadable scaffolding for investigative learning with web resources

Oishi

Kashihara

2013

2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET)

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“…However, their investigative learning process tends to be insufficient. Since the learners often pay more attention to the navigation and knowledge construction process involved in their investigation (4) , the question decomposition gets stuck. It is accordingly necessary to promote the question decomposition so that the question can be elaborated.…”

Section: Web-based Investigative Learningmentioning

confidence: 99%

“…As for the navigational learning phase, it is particularly difficult to self-regulate the navigation and knowledge construction process concurrently with navigating the Web pages and learning their contents (3,4) . Adaptive hypermedia technologies (14) could contribute to resolving this issue.…”

Section: Related Workmentioning

confidence: 99%

“…But, it is not easy to adjust these technologies so that they could work even on unstructured Web resources (2) . We have been accordingly developing cognitive tools as scaffolds for learners to self-regulate the navigational learning process in unstructured hyperspace (4,9,15) . In particular, we have focused on planning and reflecting on the navigational learning process as self-regulation activities.…”

Section: Related Workmentioning

confidence: 99%

“…In the Web-based investigative learning process, learners are expected to construct wider, and deeper knowledge (2) . Since Web resources are often unstructured and unreliable for learning (2,3) , learners accordingly need to select the Web resources/pages suitable for learning, to navigate across them, and to integrate the contents learned at the navigated resources/ pages by themselves, in which they could construct their own knowledge from their point of view (4) . However, learners tend to search a limited number of Web resources/pages for investigating a question, which often results in an insufficient investigation and limited knowledge construction.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Learning Scenario Creation for Promoting Investigative Learning on the Web

Kashihara

Akiyama

2016

The Journal of Information and Systems in Education

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The Web allows learners to investigate any question with Web resources to construct wider and deeper knowledge. In such an investigative learning process, it is important for them to elaborate their question, which involves decomposing it into the sub-questions to be further investigated. Such question decomposition corresponds to creating a learning scenario that implies the questions to be investigated and their sequence. However, it tends to be insufficient. This paper addresses the issue of how to promote the question decomposition. Our approach is to model the Web-based investigative learning process. In this model, the learning scenario is represented as a tree of questions to be investigated. We have also developed an interactive learning scenario builder (iLSB), which provides some scaffolds for building the question tree as modeled. This paper also reports results of our case study suggesting that iLSB has a potential to make an elaborate investigative learning process.

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Fadable Scaffolding with Cognitive Tool

Kashihara

Ito

2012

Intelligent Tutoring Systems

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A Model of Meta-Learning for Web-Based Navigational Learning

Cited by 11 publications

References 3 publications

Fadable scaffolding for investigative learning with web resources

Fadable scaffolding for investigative learning with web resources

Learning Scenario Creation for Promoting Investigative Learning on the Web

Fadable Scaffolding with Cognitive Tool

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