Web-based teaching and learner control: a research review

Lin, Bin; Hsieh, Chang-Tseh

doi:10.1016/s0360-1315(01)00060-4

Cited by 220 publications

(139 citation statements)

References 20 publications

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“…Dependent on the specific cognitive consequences, interactivity might help but sometimes even hinder learning. This may be one of the main reasons why research on the effectiveness of learner control in computer-based instructions has resulted in such mixed findings (for reviews see Kay 2001;Lin and Hsieh 2001;Niemiec et al 1996;Williams 1996). Kennedy (2004) has proposed a model of interactivity that is centered around instructional events.…”

Section: Interactivity In Electronic Learning Environmentsmentioning

confidence: 99%

Interactivity in Video-based Models

2007

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In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas.Keywords Modeling . Interactivity . Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989;Wetzel et al. 1994;Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. At the same time, rapid developments in computer and software

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Section: Interactivity In Electronic Learning Environmentsmentioning

confidence: 99%

Interactivity in Video-based Models

2007

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“…Resolution of this problem does not require changes in the groupware technology itself. Rather it suggests a need for changes in the context of use of that technology (see, Lin & Hsieh, 2001;Holt, Oliver & McAvina, 2002). Strategies being considered for future implementations of this project class include better guidance about the use of the management group folders, making more explicit the benefits of group sharing and modifications to the assessment requirements so as to reward the transfer of resources from project folders to the management group folder.…”

Section: Improving Resource Sharing and The Role Of Technologymentioning

confidence: 99%

Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Nicol

MacLeod

2005

Computers & Education

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Two different technologies, groupware (a shared workspace) and shared wireless laptop computers, were implemented in a project design class in a civil engineering course. The research interest was in the way these technologies supported resource sharing within and across project groups and in the forms of group collaboration that resulted. The initiative was evaluated using both qualitative (e.g. pyramid discussion) and quantitative methods (e.g. survey, logs of usage). The results showed that these technologies helped improve group sharing of resources and supported different kinds of group collaboration. The shared workspace provided a location-independent central repository of resources around which group activities were coordinated whereas the laptops provided a focal point for the face-to-face discussion of these resources. The paper discusses the importance of embedding supportive technologies and the different forms of learner collaboration mediated by each technology.

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“…A theoretically potential instructional technique to increase the motivation of learners is to allow them to control the learning process (Kinzie 1990). However, reviews focusing on several dimensions of learner control are not conclusive with respect to the benefits of learning control (Kay 2001;Lin and Hsieh 2001;Niemiec et al 1996;Williams 1996). In a review Skinner (1996) has classified the multiplicity of constructs of control.…”

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confidence: 99%

Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer

2008

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Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that learners who first studied an animated model and then solved the same problem would perform better on transfer than learners who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 9 3 factorial experiment (N = 90) with the factors illusion of control (yes vs. no) and instruction method (study-practice, practice-study, study-study) only the first hypothesis was confirmed. Implications for the design of animated models are discussed.Keywords Modeling Á Animations Á Cognitive load theory Á Perceived control Observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years in the field of motor learning (McCullagh et al.

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Web-based teaching and learner control: a research review

Cited by 220 publications

References 20 publications

Interactivity in Video-based Models

Interactivity in Video-based Models

Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer

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