In the current work, we examined learners' comprehension when engaged with elaborative processing strategies. In Experiment 1, we randomly assigned students to one of five elaborative processing conditions and addressed differences in learners' lower-and higher-order learning outcomes and ability to employ elaborative strategies. Findings indicated no significant differences among conditions on learning outcomes. However, learners better able to employ elaborative processing strategies performed better on outcome measures. Experiment 2 extended this research and addressed whether there would be differences across elaborative processing conditions in learners' comprehension at delayed testing. We also examined the role of motivation in performance and strategy use. Findings indicated no differences on the outcome measures at delayed testing; however, there were significant differences in learners' performance on an integration outcome at immediate testing. In addition, significant positive correlations were indicated for several outcome measures, strategy use and mastery orientation. Future research should further consider instructional scaffolds to promote learners' strategic processing and critical individual difference variables as they effect elaborative processing.
The authors examined the use of the elaborative interrogation (EI) strategy with a lengthy text in a technology-enhanced environment. As commonly found in traditional and online text materials, questions appeared in the right margins of the text. Seventy-five randomly assigned volunteers in 2 conditions read instructional materials delivered by the Internet. Dependent measures included learning outcomes of free recall, recognition, and transfer tasks. At immediate and delayed testing, differences between higher order recognition questions and number of elaboration units recalled provided support for integrating EI prompts in technology-enhanced environments. Design suggestions for development and use of Web-based instruction materials in K-16 classrooms are discussed. Future research directions that more fully investigate EI and other strategy prompts within technology-enhanced materials are provided.
This experimental study examined students' comprehension of challenging, ecologically valid, history text. We examined the benefits of the elaborative interrogation (EI) comprehension strategy and the main idea (MI) strategy when compared to an independent study (IS) control. This work extended previous research and explored the ecological validity, generalizability, and utility of EI as an effective comprehension strategy. Dependent measures included a matching test, text-explicit recognition items, text-implicit recognition items, and a situational interest measure. Demographic data were collected for descriptive purposes and prior domain knowledge was used as a control variable. Findings indicated few differences between the MI and EI comprehension strategies in learning outcomes. Additional results, however, suggested potential for the EI strategy to increase interest when students have prior knowledge of the text topic.
Keywords Comprehension strategies Á Elaborative interrogation Á Main idea Á Text comprehension Á Situational interestStudents in secondary social studies classes and college level general education courses are required to read lengthy, expository texts about the history of civilizations and countries, people and places, eras and events. From this reading they are expected to understand chronology, infer meaning, draw comparisons, analyze cause and effect, evaluate past decisions, and thoughtfully consider future implications. Despite current moves toward social studies curriculum reform (e.g.
Recently, concerted efforts have been made to encourage teachers to utilize technology within the classroom. Just as other modes of presentation style have implications for students' perceptions of their classroom experiences, so, too, might teachers' use of technology. The current study investigated this possibility, as well as whether the strength of this association between teachers' use of technology and students' perceptions is moderated by context. Using data from 101 high school students from the United States, it was found that teachers within the disciplines of math and science who use more technology are perceived as more competent. In other disciplines, there is not a significant association between technology use and teacher evaluations. Implications with respect to the anticipated future increases in technology use and possible consequences for student motivation and learning are discussed.
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