Analysis of self-regulation in learning from instructional text by means of ‘computer-assisted videoreconstruction’ (CaV)

Kunz, Gunnar C.; Drewniak, Ute; Schott, Franz

doi:10.1016/0304-422x(90)90036-5

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…For example, Guthrie (1988;Guthrie, Britton, & Barker, 1991) has used a computer to record subjects' interactions with an airline schedule presented on the computer screen in order to test a cognitive model of how readers locate information in documents such as tables, schedules, graphs, and notices. Kunz, Drewniak, and Schott (1989) used computer-mediated texts containing graphic aids to compare subjects' self-reports of their own learning strategies with and without a replay of their actions on the computer screen. They found that the self-reports supplemented by the computer-based replay were more highly correlated with subjects' performance on measures of how well the information had been learned.…”

Section: Introductionmentioning

confidence: 99%

Graphic aids in electronic texts

Reinking

ChanLin

1994

Reading Research and Instruction

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The authors analyze the use of graphic aids in electronic texts by using four conceptual differences that distinguish printed and electronic texts. The four differences relate to the control of textual presentations, the interaction between readers and texts, the structure of texts, and the variety of symbolic elements that may be integrated with written prose. The authors propose that these four conceptual differences can act as a theoretical framework useful to researchers and instructional designers interested in the use of graphic aids in electronic texts. The authors contend that such a theoretical framework is needed because the current literature related to electronic texts has tended to focus on visual as opposed to more critical conceptual factors. They argue that the key to understanding the effects of graphic aids in electronic texts is found in considering the functional relations between graphical information, written prose, and reading strategies. Examples are provided to illustrate how each of the unique characteristics of electronic texts might affect these relations. The authors discuss the different perspectives of professionals interested primarily in literacy as opposed to those interested primarily in designing computer-based instructional materials, how these different perspectives might limit research and design, and how new understandings of electronic texts might bring the two perspectives closer together.

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Section: Introductionmentioning

confidence: 99%

Graphic aids in electronic texts

Reinking

ChanLin

1994

Reading Research and Instruction

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On-line and off-line assessment of self-regulation in learning from instructional text

Kunz

Drewniak

Schott

1992

Learning and Instruction

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Effekte metakognitiver Lernhilfen auf den Wissenserwerb in vernetzten Lernumgebungen

Bannert

2003

Zeitschrift für Pädagogische Psychologie

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Zusammenfassung: In einer experimentellen Studie mit N = 40 Studierenden wurde die Wirksamkeit von metakognitiven Lernhilfen auf den Wissenserwerb in einer geschlossenen, netzbasierten Lernumgebung überprüft. Die konzipierten Lernhilfen initiieren und unterstützen die Orientierung, Planung und Zielbildung vor dem Lernen, die Steuerung und Überwachung während des Lernens und die (End-)Kontrolle gegen Ende des netzbasierten Lernens. Die 20 Studierenden der Experimentalgruppe wurden in der Lernsitzung drei Mal aufgefordert diese metakognitiven Lernhilfen zu beachten, deren Bedeutung und Anwendung zuvor trainiert wurde. Die 20 Studierenden der Kontrollgruppe lernten ohne metakognitive Lernhilfen und ohne vorausgehendes Training. Das Lernthema “Grundlagen der Motivationspsychologie” war in 35 Minuten zu bearbeiten. Dabei wurde das Lernverhalten mit der Methode des Lauten Denkens erfasst und per Video aufgezeichnet. Unmittelbar im Anschluss wurde der Lernerfolg erhoben. Erwartungsgemäß bewirkten die metakognitiven Lernhilfen eine Verbesserung des metakognitiven Lernverhaltens und eine Verbesserung der Leistungen bei fernen Transferaufgaben.

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Analysis of self-regulation in learning from instructional text by means of ‘computer-assisted videoreconstruction’ (CaV)

Cited by 3 publications

References 20 publications

Graphic aids in electronic texts

Graphic aids in electronic texts

On-line and off-line assessment of self-regulation in learning from instructional text

Effekte metakognitiver Lernhilfen auf den Wissenserwerb in vernetzten Lernumgebungen

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