Interactive learning environments to support independent learning: The impact of discernability of embedded support devices

Martens, Rob; Valcke, Martin; Portier, S

doi:10.1016/s0360-1315(97)84657-x

Cited by 36 publications

(14 citation statements)

References 14 publications

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“…These results are related to previous studies (Martens, Valcke, & Portier, 1997;Zumbach, 2009 Vol. 4, No.…”

Section: Tool Effects On Performancesupporting

confidence: 92%

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Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

Collazo¹,

Corradi²,

Elen³

et al. 2014

HES

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Research has documented the use of tools in computer-based learning environments as problematic, that is, learners do not use the tools and when they do, they tend to do it suboptimally. This study attempts to disentangle cause and effect of this suboptimal tool use for experienced learners. More specifically, learner variables (metacognitive and motivational) were related to the tool presentation (non-/embedded), interventions, type of tool use (quantitatively and qualitative) and learners' performance. One hundred and seventeen graduate students were assigned to one of five conditions (embedded and non-embedded with explained tool functionality, embedded and non-embedded with non-explained tool functionality and one control condition) to study a hypertext using semi-structured concept maps as the tools. Findings are discussed with respect to experienced learners' role on tool use and performance. Although no differences among conditions and performance were found, results reveal that the self-regulation skill of organization and the explained tool functionality affected time on tool negatively, while the self-regulation skill of elaboration and perceived tool usability showed a positive effect. Time on tool influenced performance positively. Quality influenced performance negatively. It is argued that some tools and interventions are unnecessary for experienced learners.

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“…These results are related to previous studies (Martens, Valcke, & Portier, 1997;Zumbach, 2009 Vol. 4, No.…”

Section: Tool Effects On Performancesupporting

confidence: 92%

“…In order to maximize the positive effects of tools, interventions, or different tool presentations in CBLEs, one has to make sure that learners are put in the "right" condition (Martens et al, 1997). In our case, learners at this level should be trusted to have the wisdom of knowing how tools help.…”

Section: Tool Effects On Performancementioning

confidence: 99%

Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

Collazo¹,

Corradi²,

Elen³

et al. 2014

HES

View full text Add to dashboard Cite

show abstract

“…Interactivity for the purposes of learning is recognized as one of the key ways to capture affordances of e-learning to increase the learner's knowledge (Laurillard, 2002;Sabry & Baldwin, 2003). In order to do this purposefully, the use of the interaction needs to be closely tied to the objectives of the course (Martens, Valcke, & Portier, 1997). It is suggested that it also needs to focus on student control of the learning so as to encourage active engagement that will be meaningful (Sims, 1997) and may require in-depth case studies to understand how technologies support the development of interactivity and comprehension (Godwin, Thorpe, & Richardson, 2008).…”

Section: Interactivitymentioning

confidence: 99%

E‐learning in higher education: some key aspects and their relationship to approaches to study

Ellis

Ginns

Piggott

2009

Higher Education Research & Development

173

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While there has been systematic and on-going research into e-learning in universities for over two decades, there has been comparatively less evidence-based research into how key aspects of e-learning are internally constituted from a student perspective and how these aspects might be related to university students' learning experiences. The purpose of this paper is to explore key aspects of e-learning that might be related to university student approaches to study, so that a better understanding of the internal structure of these aspects is achieved. Student responses to surveys are analysed at the level of each item to identify which items made the most sense to over 200 third-year economics students. Data was also analysed both at the variable level, to identify which items coalesce to determine the structure of e-learning variables, and at the student level, to see if there were groups of students in the sample that shared similar experiences of e-learning when it was used to support a predominately campus-based learning experience. The results suggest several implications for improving particular aspects of the student experience of e-learning when it is used to support a campus-based experience.Keywords: approaches to study; experiences of e-learning; quantitative analyses Introduction E-learning is being introduced as a fundamental part of the student learning experience in higher education. It is no longer core business only for those universities with a mission for distance education, its affordances are being systematically integrated into the student learning experience by predominately campus-based universities. Evidence of this widespread uptake can be seen in reputable research journals and on the websites of national bodies responsible for leading learning and teaching in higher education. Examples of these include the websites of the Higher Education Academy in the UK, Educause in the USA and the Australian Learning and Teaching Council in Australia.While we can recognize sustained research interest into e-learning in the student experience in higher education over the last two decades (Goodyear, 1984(Goodyear, , 1991Goodyear, Jones, Asensio, Hodgson, & Steeples, 2005;Laurillard, 1993Laurillard, , 2002Salmon, 2002aSalmon, , 2004, more focused explorations into how key aspects of e-learning are associated with the students' face-to-face experience of learning are relatively

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“…Martens et al (1997) activity. The provided tasks in games are often too difficult and mentally too demanding for novices.…”

Section: Study Implicationmentioning

confidence: 98%

“…Martens et al (1997) suggest that learners with higher developed prior knowledge on the learning topic have a better base for compensating for complexity, intransparency, and incoherence within information. They have knowledge structures in long-term memory available, which help to organize and link relevant information.…”

Section: Introductionmentioning

confidence: 99%

IRRODL Volume 13, Number 3

Authors

2012

IRRODL

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Interactive learning environments to support independent learning: The impact of discernability of embedded support devices

Cited by 36 publications

References 14 publications

Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

E‐learning in higher education: some key aspects and their relationship to approaches to study

IRRODL Volume 13, Number 3

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