Strategy orientations, learner activity, and learning outcomes: Implications for instructional support of learning

McKeague, Carrie A.; Vesta, Francis J. Di

doi:10.1007/bf02300539

Cited by 6 publications

(8 citation statements)

References 35 publications

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“…Generative strategies may positively affect traditional posttest measures but due to their nature, are also likely to affect more holistic knowledge structure, such as structural knowledge (Jonassen, Beissner, & Yacci, 1993;Mason-Mason & Tessmer, 2000;McKeague & Di Vesta, 1996).…”

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confidence: 99%

“…forming direct inferences, and drawing concept maps, require learners to consider multiple information elements in a text, thus encouraging the development of the organizational and structural relationships between information elements (Grabowski, 1996;Ritchie & Volkl, 2000). Generative strategies may positively affect traditional posttest measures but due to their nature, are also likely to affect more holistic knowledge structure, such as structural knowledge (Jonassen, Beissner, & Yacci, 1993;Mason-Mason & Tessmer, 2000;McKeague & Di Vesta, 1996).…”

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confidence: 99%

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Generating Topic Headings During Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

Clariana

Marker

2007

Journal of Educational Computing Research

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This investigation considers the effects of learner-generated headings on memory. Participants (N = 63) completed a computer-based lesson with or without learner-generated text topic headings. Posttests included a cued recall test of factual knowledge and a sorting task measure of structural knowledge. A significant disordinal interaction was observed with the no headings group performing better on the cued recall test and worse on the structural knowledge sorting task. In addition, a measure of structural knowledge using a list-wise rating task was field trialed. The two structural knowledge tasks were analyzed using a Pathfinder network scoring technique that measured both linear and nonlinear text subtopic organization. The sorting and rating tasks were differentially sensitive to participants' linear and nonlinear knowledge organization. Unexpectedly, the sorting and rating posttest tasks improved cued recall posttest scores. The implications of the results for measuring structural knowledge are considered and suggestions for further studies are presented.Generative learning approaches are strategies that encourage learners to actively consider the relationships among lesson information elements and between lesson information and personal knowledge (Jonassen,

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Generating Topic Headings During Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

Clariana

Marker

2007

Journal of Educational Computing Research

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“…From a learning perspective the methods and strategies employed to support learning will vary according to specific aims and outcomes (McKeague & Di Vesta, 1996). Disciplinary differences underpinned by different philosophical and epistemological foundations also influence pedagogical approaches and thus the nature and function of the e-learning technologies employed to support teaching and learning.…”

Section: Pedagogies and E-learningmentioning

confidence: 99%

The upside-down-world of e-learning

Gibbs¹,

Gosper

2012

JLD

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“…It is of fundamental importance that these elements are aligned (Biggs, 2003). Teaching strategies, learning processes, activities and resources are invariably different for different teaching aims and learning outcomes (McKeague & Di Vesta, 1996). In the Japanese language context, for example, the processes underpinning the aims and outcomes associated with the development of vocabulary are quite different to those for the development of communication skills and increasing cultural awareness.…”

Section: The Curriculum Needs Analysismentioning

confidence: 99%

Selecting ICT based solutions for quality learning and sustainable practice

Gosper

Woo

Muir

et al. 2007

AJET

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This paper reports on a project involving software selection in the context of a curriculum redesign of a university level Japanese language program. The project aimed to improve learning outcomes, increase flexibility in student access, and increase flexibility in approaches to teaching and learning, through the use of a variety of software packages and digital resources. In doing so, an imperative was to ensure the solutions adopted were manageable within the existing organisational arrangements of the Department and the University. The selection process has led to the development of three instruments which form the CICTO Framework for Software Selection.

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Strategy orientations, learner activity, and learning outcomes: Implications for instructional support of learning

Cited by 6 publications

References 35 publications

Generating Topic Headings During Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

Generating Topic Headings During Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

The upside-down-world of e-learning

Selecting ICT based solutions for quality learning and sustainable practice

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