Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills

Bulu, Saniye Tugba; Pedersen, Susan

doi:10.1016/j.chb.2012.01.026

Cited by 24 publications

(13 citation statements)

References 24 publications

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“…Destaca-se, então, que para o pleno sucesso da ferramenta, AVA deve proporcionar acesso adequado e contar com educadores e tutores motivados e atualizados. Entretanto, o acesso do aluno é fundamental, sendo imprescindível ser participativo e atuante, acessar os conteúdos, buscar materiais além dos textos propostos e contribuir com reflexões para discussão (13,17) .…”

Section: Discussionunclassified

Hipermídia Educacional Sobre Punção Venosa Periférica: Perspectiva De Acadêmicos De Enfermagem

Frota¹,

Barros²,

Costa³

et al. 2014

Cogitare Enferm.

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Estudo descritivo, com abordagem qualitativa, com objetivo de identificar a opinião de estudantesquanto à utilização de uma hipermídia educacional sobre Punção Venosa Periférica no ensino de enfermagem.Foram entrevistados 12 estudantes de enfermagem de uma universidade pública durante o primeiro semestre de2013. As entrevistas permitiram a identificação dos núcleos de sentido e de categorização pela análise de conteúdoe originou quatro categorias: influência da hipermídia no aprendizado, tecnologia educacional como suporteao ensino presencial, relação da hipermídia com a prática profissional e dificuldades de acesso. A hipermídiaapresentou resultados positivos, pois a maioria dos acadêmicos relatou que o material ajudou na aprendizageme gerou autonomia e interatividade no momento de estudar. Entretanto alguns referiram dificuldade de acessoa hipermídia relacionado principalmente ao servidor utilizado. Assim a hipermídia mostrou-se uma ferramentaválida para uso, uma vez que favoreceu o aprendizado e despertou o interesse e a curiosidade dos estudantes.

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Section: Discussionunclassified

Hipermídia Educacional Sobre Punção Venosa Periférica: Perspectiva De Acadêmicos De Enfermagem

Frota¹,

Barros²,

Costa³

et al. 2014

Cogitare Enferm.

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Section: Literature Reviewmentioning

confidence: 99%

“…Lee & Songer, ). A study of over 300 sixth‐grade students using a scaffolded hypermedia learning environment found that students with high knowledge and metacognitive skill (i.e., students with ample mental resources to engage with task content and to monitor and regulate their own thinking) appear to benefit little from scaffolding, whereas students with low knowledge or metacognitive skill do seem to benefit from the use of scaffolds during complex problem‐solving tasks (Bulu & Pedersen, ), though some scaffolds might be more effective for knowledgeable students (H.‐S. Lee & Songer, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Providing support is likely to be even more critical for younger or less advanced students, who are more likely to have trouble in inquiry environments that provide minimal guidance or are too open-ended (e.g., Klahr & Nigam, 2004). Qualifying this, though, is research in science education indicating that individual differences such as prior topic knowledge and metacognitive skill influence the scaffolding's effectiveness, such that some learners are able to benefit more than others from certain types of scaffolding (e.g., Bulu & Pedersen, 2012; H.-S. Lee & Songer, 2004). A study of over 300 sixth-grade students using a scaffolded hypermedia learning environment found that students with high knowledge and metacognitive skill (i.e., students with ample mental resources to engage with task content and to monitor and regulate their own thinking) appear to benefit little from scaffolding, whereas students with low knowledge or metacognitive skill do seem to benefit from the use of scaffolds during complex problem-solving tasks (Bulu & Pedersen, 2012), though some scaffolds might be more effective for knowledgeable students (H.-S. Lee & Songer, 2004).…”

Section: Considering Individual Differences In Scaffolding Effectivenessmentioning

confidence: 99%

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Cognitively Based Assessment of Research and Inquiry Skills: Defining a Key Practice in the English Language Arts

Sparks

Deane

2015

ETS Research Report Series

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Current educational standards call for students to engage in the skills of research and inquiry, with a focus on gathering evidence from multiple information sources, evaluating the credibility of those sources, and writing an integrated synthesis that cites evidence from those sources. Opportunities to build strong research skills are critical, yet empirical research demonstrates that students from Grades K–16 struggle with inquiry tasks, particularly in online environments. There is a need to create models that will support teachers in developing students' research skills and can be used to develop reliable and valid assessments of such skills while aligning with standards. Under the CBAL™ research initiative, we have developed a model of conducting research and inquiry as a key literacy practice in the English language arts (ELA). In this paper, we draw on literature from the cognitive and learning sciences—including work in discourse processing, science education, educational technology, and information literacy—to provide the theoretical background for this key practice. We identify a set of activities and skills that are critical for participating in research; each skill is accompanied by a set of provisional learning progressions, which outlines tentative predictions about the qualitative changes in a skill that develop over time with appropriate instruction. These learning progressions and their relation to the key practice can be leveraged in the design of cognitively based assessments of research and inquiry that are sensitive to students' developmental level. We conclude, with an example design for such an assessment to illustrate how key practices and learning progressions can be integrated to support measurement of research and inquiry skills.

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“…Studies [1,2,3,4] show that designing creativity support tools is still difficult. Based on the related literature [5,6,7] and our own general observation of users performing multimedia authoring tasks, novices and experts exhibit behaviours that can be summarized with respect to Norman's classic "Seven stages of actions" [8]. Common problems novices encounter when performing multimedia authoring tasks are well described by referring these stages, and experts tend to display superior performance at each stage.…”

Section: Motivationmentioning

confidence: 99%

Designing Tools to Support Multimedia Authoring By Incorporating Problem-Solving Strategies

Akiyama¹,

Oore²

2014

JMTA

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We have witnessed rapidly increasing interest in multimedia authoring due to the easy access to various devices such as tablets and mobile phones to view and create multimedia data. While many authoring tools are historically designed for advanced users, we started to see more introductory tools that allow novice users to perform authoring tasks by providing simplified interfaces and using template-based approaches to bypass complex steps of the authoring tasks. Our design approach presented here differs from these tools in that it complements authoring tasks by supporting some strategies used in problem-solving and providing the contextual information of the task. The discussion of possible implementation is given based on this approach. The initial evaluation suggests that our approach potentially provides benefits that are not usually present in standard multimedia authoring tools.

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Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills

Cited by 24 publications

References 24 publications

Hipermídia Educacional Sobre Punção Venosa Periférica: Perspectiva De Acadêmicos De Enfermagem

Hipermídia Educacional Sobre Punção Venosa Periférica: Perspectiva De Acadêmicos De Enfermagem

Cognitively Based Assessment of Research and Inquiry Skills: Defining a Key Practice in the English Language Arts

Designing Tools to Support Multimedia Authoring By Incorporating Problem-Solving Strategies

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