Effects of scripted cooperation and knowledge maps on the processing of technical material.

Rewey, Kirsten L.; Dansereau, Donald F.; Skaggs, Lisa P.; Hall, Richard H.; Pitre, Urvashi

doi:10.1037/0022-0663.81.4.604

Cited by 68 publications

(38 citation statements)

References 17 publications

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“…This strategy resulted in better performance than did either collaborative learning without a strategy or individual learning (McDonald et al 1985;O'Donnell et al 1985). One study found similar results in small study groups of four to five students (Yager et al 1985) but Rewey et al (1989) found no significant effect of scripted cooperation on performance in small groups, although the trend was positive. The broad trend that seems to emerge from the above findings on collaborative learning is that learning can benefit from elaborative communication during cooperative discourse.…”

Section: Introductionmentioning

confidence: 97%

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

et al. 2009

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Seventy students participated in an experiment to measure the effects of either providing explanations or listening during small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently studied. After the discussion, all participants studied a text and answered questions that tested their recall of information from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively affects long-term memory.

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Section: Introductionmentioning

confidence: 97%

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

et al. 2009

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“…In collaborative learning settings, it has been shown that students recall more information from textual materials after engaging in elaborative activities, such as summarizing text passages and detecting errors and omissions in the resulting summaries McDonald et al 1985;O'Donnell 1996;O'Donnell et al 1985;Rewey et al 1989;Spurlin et al 1984). This usually promoted recall of the studied information, especially for those who summarized the text (Spurlin et al 1984).…”

Section: Cognitive Elaboration In Collaborative Learningmentioning

confidence: 99%

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

et al. 2012

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This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 9 2 experimental design, 66 undergraduate students observed a video showing a smallgroup problem-based discussion about thunder and lightning. In the video, a teacher asked questions to the observing participants. Participants either elaborated by responding to these questions, or did not elaborate, but completed a distraction task after each question. They received either relevant or irrelevant prior knowledge before the discussion. After the discussion, all participants studied a text about thunder and lighting and completed immediate and delayed-recall tests for this text. Elaboration had no main effect on recall, but there was a significant interaction effect between relevant prior knowledge and elaboration. The results suggest that elaboration is helpful for students with more prior knowledge, but harmful for students with less prior knowledge.

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“…Hall and Dansereau stated that students who use knowledge maps are able to recall more critical and central concepts than students who use texts [22]. In addition, it was found that students with low verbal ability or base knowledge benefit the most from the conceptualization of a knowledge map [23]. Moreover, from a psychological perspective, a knowledge map was found to decrease students' anxiety regarding learning materials and to increase their motivation [24].…”

Section: A Applying Schema Theory To Open Learningmentioning

confidence: 99%

Boosting the Opportunities of Open Learning (MOOCs) through Learning Theories

Fasihuddin¹,

Skinner²,

Athauda³

2014

GSTF J Comput

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The recent evolution of computing technology has led to dramatic developments and changes in online learning. Open learning is a new form of online learning that allows learning materials to be freely available on the Internet and accessible to anyone who is interested. Different initiatives, which are based on the open learning concept, have been initiated by various prestigious institutions. Although all of these initiatives provide courses with free access to content, each has its own approach in terms of teaching, assessment and even their own goals of defining an open learning environment. Massive Open Online Courses is the term for courses provided in these open environments. These courses attract a large number of learners, however their success and efficacy in terms of the learning process has yet to be determined. The authors found that there is no clear model for open learning environments and therein lies our research objective. Many aspects still need to be considered and addressed in order to achieve a reliable and sustainable model. These aspects can be addressed with consideration to the principles of cognitive science so that better learning models can be obtained. This paper presents some learning theories that can be considered and applied to enhance open learning environments. The use of knowledge maps, as an approach to implement schema theory, was selected to present and organize the learning concepts. In addition, the Felder-Silverman learning styles theory was selected to personalize the learning environment and provide learning materials based on every learner’s needs and preferences.

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Effects of scripted cooperation and knowledge maps on the processing of technical material.

Cited by 68 publications

References 17 publications

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

Boosting the Opportunities of Open Learning (MOOCs) through Learning Theories

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