The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment

Abstract

Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching oiisting data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, John Robert Higgs, Jr. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)University of Colorado at Denver This study used a 2 X 2 experimental design. The two independent variables were program version and method of instruction. Two qualitatively different computer programs were used: a base program developed according to cognitive flexibility theory (CFT) and a generative program containing embedded generative learning strategies (explanation and summary cues). Students completed these programs either individually or collaboratively.One hundred and thirty-two second-year medical students participated in the study. The two treatment variables were randomly assigned to the students. Students This research suggests that advanced learners did not benefit equally from the two computer programs. Learners using the base computer program performed significantly better than students using the generative version on the posttest. Also, although the students felt there was an advantage to working with a peer, no significant advantage materialized. Recommendations for future research based on these findings are presented.This abstract accurately reflects the content of the candidate's thesis. I recommend its publication. R. Scott Grabing^r