The Relation Between Self-Selected Study Processes and Test Performance

Nist, Sherrie L.; Simpson, Mary; Olejnik, Stephen; Mealey, Donna L.

doi:10.3102/00028312028004849

Cited by 33 publications

(8 citation statements)

References 30 publications

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“…Active learning when reading involves internally exercising executive control to allocate attentional resources based on perceived importance of information and effectiveness of comprehension strategies [23]. Research suggests that effective use of executive control tends to enhance learning [24][25][26][27][28].…”

Section: Cognitive Flexibility Theorymentioning

confidence: 99%

The Influence of Cognitive Load on Learning from Hypertext

Niederhauser

Reynolds

Salmen

et al. 2000

Journal of Educational Computing Research

137

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Advances in technology have enabled the development of hypertext-based instructional materials. These computerized information presentation systems are becoming increasingly popular as schools and businesses develop the technology infrastructure to support their use; however, before hypertext-based instruction completely takes over the classroom and the boardroom, a number of questions about the utility of this presentation medium must be answered. The present study is an examination of the effects of the cognitive load associated with using hypertext linking capabilities to "criss-cross the conceptual landscape" on student learning. Results indicate that extensive use of hyperlinks to compare and contrast concepts when reading hypertext may inhibit learning. Cognitive load theory is discussed as a possible explanation for these findings.Recent advances in technology have prompted the proliferation of hypertextbased instructional materials. Hypertext is computer-presented text which contains information organized into a kind of "semantic net" [1]. Within this network of information, the reader accesses individual elements, or "nodes," through the use of links that are embedded within the text. Learning in a hypertext environment requires the reader to assume responsibility for what to read and the sequence for reading it [2, 3]. This process is markedly different from reading traditional paper-based text, which typically involves moving through the text as it is presented-from front to

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Section: Cognitive Flexibility Theorymentioning

confidence: 99%

The Influence of Cognitive Load on Learning from Hypertext

Niederhauser

Reynolds

Salmen

et al. 2000

Journal of Educational Computing Research

137

View full text Add to dashboard Cite

show abstract

“…The goal-setting and reflective activities of Morgan (1987) and the PORPE strategy used by Simpson and others (1989) had an effect on exam results; PLAE, investigated by Nist and Simpson (1989), Simpson and Nist (1990b) and Nist et al (1991), had an effect on text comprehension.…”

Section: Discussionmentioning

confidence: 97%

Training in studying in higher education: Objectives and effects

Kaldeway

Korthagen

1995

High Educ

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This article reviews the findings of 20 studies designed to evaluate learning strategies courses in higher education. It focuses on the relationship between the objectives of these courses and their effects. For this purpose a model is used which distinguishes four categories of study activities, strategic study activities (formulating the general study goals), operational study activities (designing a study plan), executive study activities (executing the study plan), and reflective study activities (evaluating the study process and the study results). The most interesting finding to emerge from the analysis of these studies is the fact that only five courses focus on strategic and/or operational study activities. It is also noteworthy that in most cases no effects on study results were reported; the effects most often reported were those on the comprehension and retention of texts selected for the research. Few f'mdings have been reported on the interaction between training in the study activities and such factors as concentration, time management, self-confidence, study motivation and study conceptions.

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“…In the case of multimedia learning and digital text, the reader has to select and construct a unique sequence through the instruction (Lawless & Brown, 1997). Some research on learner-controlled instruction suggests that learners benefit from a higher amount of control over the instructional pace and sequence (Gray, 1987;Hannafin & Sullivan, 1996;Kinzie, Sullivan, & Berdel, 1988;Lawless & Brown, 1997;Nist et al, 1991). In contrast, there is evidence that learner-controlled instruction does not benefit the learner academically (Morrison, Ross, & Baldwin, 1992;Pollock & Sullivan, 1990;Ross & Rakow, 1981).…”

Section: Learner-controlled Instructionmentioning

confidence: 96%

“…Instructional designers must identify the objectives of the course or lesson first, before assigning a specific type of strategy to execute that objective. In fact, there is no magical strategy that works in all learning environments (Nist, Simpson, Olejnik, & Mealey, 1991). Moreover, learning strategies are ineffectual when the learner is unfamiliar with the strategy or how to apply the strategy to the learning situation (Weinstein, Rood, Roper, Underwood, & Wicker, 1980).…”

Section: Generative Model For Designing Textmentioning

confidence: 99%

Generative Learning Strategy Use and Self-Regulatory Prompting in Digital Text

Reid

Morrison

2014

JITE:Research

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The digital revolution is shifting print-based textbooks to digital text, and it has afforded the opportunity to incorporate meaningful learning strategies and otherwise separate metacognitive activities directly into these texts as embedded support. A sample of 89 undergraduates read a digital, expository text on the basics of photography. The treatment prompted the reader with selfregulatory questions and embedded a generative strategy, paraphrasing, and confirmed previous research on the relationships between prior knowledge and level of self-regulation on reading comprehension.A one-way between subjects ANOVA revealed significance for the level of self-regulation on comprehension-level items and for the level of prior knowledge on recall-level items. ANOVA also indicated that the quality of paraphrasing has a significant impact on recall-level and overall performance on the posttest. Further, participants were generally positive towards the instructional materials, which suggests willingness, and in some cases, preference, to reading in a digital format while experiencing embedded, metacognitive instructional interventions. It is recommended that comprehension may be enhanced by providing deeper training on the use of the generative strategy and by increasing motivation prior to interacting with the text in order to capitalize on the unique advantages of digital materials.

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The Relation Between Self-Selected Study Processes and Test Performance

Cited by 33 publications

References 30 publications

The Influence of Cognitive Load on Learning from Hypertext

The Influence of Cognitive Load on Learning from Hypertext

Training in studying in higher education: Objectives and effects

Generative Learning Strategy Use and Self-Regulatory Prompting in Digital Text

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