Interactive Effects of Graphic Organizers and Delayed Review on Concept Application

Optimal presentation of graphic organizers and text: A case for large bites?

“…They found that, when students studied the material in a 1-hr session followed by a 15-min review session two days later, text plus GOs was better than text plus outlines or text alone for learning concept relations and applying that knowledge. Robinson, Katayama, Dubois, and Devaney (1998) replicated the Robinson and Kiewra study and concluded that the delayed review was instrumental for optimal GO effectiveness.…”

“…Although the results of the Robinson and Kiewra (1995) and Robinson et al (1998) studies suggest that GOs work best when provided to students during both initial text acquisition and delayed review as previously noted, this sequence requires teacher involvement. Collecting study materials from students and not allowing them to review them until a few days later does not seem practical, and imposes additional, perhaps unwelcome, teacher responsibilities.…”

“…The different presentation sequences may have encouraged students to spend more or less time on either GOs or text. Robinson et al (1998) attempted to determine how much time students spent studying the text and GOs by simply asking them to estimate the number of minutes spent on each. We thought that asking students to make these estimates would be a difficult task and prone to errors.…”

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

“…Supportive information can be called schematic information when it is presented in graphical representations or organizers such as matrices or diagrams (Van Merriënboer et al 2006). Presentation of information in the form of graphical organizers offers hierarchical and coordinate relations for relevant aspects of the learning tasks (Robinson et al 1998;Van Merriënboer et al 2006). Procedural information refers to task-specific rules and step-by-step instructions on how to handle routine and recurrent aspects of the learning tasks.…”

The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement

“…It appears that when stored in memory, the relational connections aid in efficient retrieval. Robinson, Katayama, Dubois and Devaney (1998) investigated the use of graphic organizers as a study aid for tests with 110 undergraduate psychology students in a state university using a 3 x 2 design. The first variable was study materials with text only, text plus outlines, or text plus graphic organizers with the second variable being study occasion.…”