The Effects of Embedding an Instructional Map in Hypermedia Courseware

Barba, Robertta H.

doi:10.1080/08886504.1993.10782061

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…A seminal theoretical framework proposed by Rigney (1978) explained the formation approaches of learning tactics with the emphasis on learning design, in which the formation of learning tactics can be understood from two dimensions: "control of orienting task" (student assigned or instructional system assigned) and "explicitness of cognitive strategies" (detached or embedded) (Rigney 1978). The role of learning design in the formation of learning tactics posited by Rigney has extensively been used in research and practice (Morrison and Guenther 2000;Barba 1993). However, few studies have quantitatively studied the links bridging between learning design and learning tactics.…”

Section: Introductionmentioning

confidence: 99%

Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

Fan

Matcha

Uzir

et al. 2021

Int J Artif Intell Educ

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The importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

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Section: Introductionmentioning

confidence: 99%

Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

Fan

Matcha

Uzir

et al. 2021

Int J Artif Intell Educ

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“…Research indicated that embedding learning strategies in a computer program was effective [9] [10]. Learners in a group which had learning strategies embedded inside the program not only performed better than those without learning strategies embedded, but also retained these strategies after two months [10].…”

Section: Related Workmentioning

confidence: 99%

Individualized e-learning systems enabled by a semantically determined adaptation of learning fragments

Blöchl

Rumetshofer

Woβ

14th International Workshop on Database and Expert Systems Applications, 2003. Proceedings.

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Nowadays e-learning systems are very popular. Several applications have already been implemented and many project initiatives have been started. Although such systems come with interesting advantages, there are still many unsolved problems. Enriching common learning content by applying multimedia did not meet the general expectation to decrease drop out rates of e-learners using such systems. Additionally, most e-learners complain about a "one-size-fits-all" philosophy, a resulting cognitive overload and consequently the lack of personalization of existing applications.In this paper a user-centric approach is presented in order to improve the usability and acceptance, thus, making e-learning systems more successful. Focusing the e-learners requirements learning fragments are introduced. Depending on the user's skills, learning styles and learning strategies these learning fragments are individually combined to an e-learning system. The necessary user profile is incrementally determined by observing the users learning activities. Based on these observation results the e-learning system is dynamically adapted to the current user's profile.

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“…The results of a study by Barba (1993) indicated that the use of an embedded instructional map in computer courseware made a significant difference in student achievement on a cognitive assessment instrument. Barba concluded that software designers should embed interactive instructional maps or visual organizers in instructional courseware.…”

Section: Literature Linkmentioning

confidence: 99%

The threat matrix: a qualitative study of an instructional design process

Kelly

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In the description of research methodology used, sections included are explorations of the single case study method, qualitative methods, triangulation, and participant observation. Chapter 4 discusses the six kinds of data collected in the study. The data include course evaluation and prototype assessment, attitude assessment, personal interviews, chronological logs, and participant observer field notes. Chapter 5 provides a summary, discussion, recommendations, and conclusions for the study. The findings are summarized and the chapter concludes with recommendations for further research.

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The Effects of Embedding an Instructional Map in Hypermedia Courseware

Cited by 6 publications

References 14 publications

Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

Individualized e-learning systems enabled by a semantically determined adaptation of learning fragments

The threat matrix: a qualitative study of an instructional design process

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