The multiple effects of combined tools in computer-based learning environments

Collazo, Norma Araceli Juarez; Elen, Jan; Clarebout, Geraldine

doi:10.1016/j.chb.2015.04.050

Cited by 7 publications

(3 citation statements)

References 48 publications

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“…A computerized graphic organizer can help learners construct node-link assemblies such as knowledge maps and can be easily adjusted or quickly corrected; computer-assisted mapping may also have positive effects on learners' reading abilities (Liu et al 2010), especially when the software can use the correct function to review students' summaries (Chang et al 2001). Some software also provides automatic functions to support the construction of maps (e.g., Chang, et al 2001;Pirnay-Dummer and Ifenthaler 2011;Juarez Collazo et al 2015). Note that some of the above studies used premade graphic organizers to foster students' text comprehension (and even a nonautomatic premade graphic organizer; Colliot and Jamet 2018), while others had learners compare maps with their ideas or input text data in a framework proved by the software (e.g., Ponce and Mayer 2014a, b).…”

Section: External Representations Generated From Electronic Documentsmentioning

confidence: 99%

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Mochizuki

Nishimori

Tsubakimoto

et al. 2019

Education Tech Research Dev

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This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin's model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text's argument, and linking students' ideas to the text's argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students' use of appropriate reading and writing strategies.

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Section: External Representations Generated From Electronic Documentsmentioning

confidence: 99%

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Mochizuki

Nishimori

Tsubakimoto

et al. 2019

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…Course content development looks at instructional materials and technology (Czerkawski, 2013). According to Collazo et al (2015), instructional designers should consider what most learners seem to use as learning tools regardless of the tool delivery mode available. For developing the course's web site, a detailed content analysis is very important for modularizing the content into small chucks (Vrasidas et al, 2000).…”

Section: Delivery Stage (Development Implementation and Evaluation)mentioning

confidence: 99%

Pedagogy and Design of Online Learning Environment in Computer Science Education for High Schools

Anohah

2016

International Journal of Online Pedagogy and Course Design

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This paper reviews literature about evolving and classical theories to understand pedagogical assumptions that inform concept of instructional strategy framework in optimizing online computer science education for high schools. Exploring these areas of research is valuable for understanding instructional practices that are needed for computer science educators to implement K-12 online computer science education. The study reveals that for students to achieve varying needs in computer science education, an online learning environment or management systems should adopt multiple pedagogical approaches. The researcher assertion is that, creating learning environment or augmenting learning management systems with plugins based on these pedagogical assumptions should for instance feature automatic feedback on programming exercises, visualization of algorithms and representation of concepts in animations or physical activities which are extremely important to incorporate computing principles in online education for K-12 students.

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“…These studies detected positive effects of factual questions, asking learners to repeat provided (important) information (e.g. Andre, 1979; Duchastel, 1981; Frase & Schwartz, 1975; Juarez Collazo, Elen, & Clarebout, 2015; Reynolds & Anderson, 1982; Roelle & Berthold, 2017; Roelle, Rahimkhani‐Sagvand, & Berthold, 2017). For example, Duchastel and Nungester (1984) demonstrated positive effects on retention when questions such as “What nationality was Prince Albert?” were inserted at the end of a learning text on the life of Queen Victoria.…”

Section: Introductionmentioning

confidence: 99%

Adjunct aids and signals support online learning from multiple representations

Kollmer

Hosp

Glogger‐Frey

et al. 2020

Computer Assisted Learning

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To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the form of adjunct aids (i.e. fill-in-the blank tasks) with references to the graphics (e.g. "see Figure X") on retention and understanding. In our study, 106 learners (N) received multimedia instructional materials about the formation of auroras either with or without adjunct aidsthe former with references to graphics (signals), or with none. In line with our hypotheses, adjunct aids with signals led to deeper understanding, as reflected by higher scores in the comprehension test. In contrast, adjunct aids with signals did not lead to higher scores in the retention test. Thus, our results are in line with previous research, showing that instructional support for integrating text and graphics specifically fosters deeper understanding. Possible boundary conditions and implications for future research are discussed.

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The multiple effects of combined tools in computer-based learning environments

Cited by 7 publications

References 48 publications

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Pedagogy and Design of Online Learning Environment in Computer Science Education for High Schools

Adjunct aids and signals support online learning from multiple representations

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