Comparisons of Learner-Generated versus Instructor-Provided Multimedia Annotations

Autor/inn/en	Chen, Chiu-Jung; Liu, Pei-Lin
Titel	Comparisons of Learner-Generated versus Instructor-Provided Multimedia Annotations
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 11 (2012) 4, S.72-83 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Foreign Countries; Hypermedia; Cognitive Style; Reading Comprehension; Second Language Learning; Positive Attitudes; English (Second Language); Assignments; Scoring Rubrics; Computer Assisted Instruction; Instructional Design; Computer Software; Computer Software Evaluation; Educational Technology; Multimedia Materials; College Students; College Instruction; Student Attitudes; Instructional Effectiveness; Comparative Analysis; Questionnaires; Usability; Use Studies; Data Analysis; Pretests Posttests; Attitude Measures; Academic Ability; Student Developed Materials; Teacher Developed Materials; Notetaking; Language Tests; Taiwan; Group Embedded Figures Test + Suchen Sie Ihr Suchwort? Ausland; Cognitive styles; Kognitiver Stil; Leseverstehen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Assignment; Auftrag; Zuweisung; Scoring formulas; Auswertungsbogen; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Softwareanalyse; Unterrichtsmedien; Collegestudent; Hochschullehre; Schülerverhalten; Unterrichtserfolg; Fragebogen; Benutzerschulung; Auswertung; Language test; Sprachtest
Abstract	The purpose of this study was to explore the effectiveness of using learner-generated and instructor-provided multimedia annotations on foreign language reading comprehension and attitudes. The four research questions are: (1) what are the effects of using different multimedia annotations on reading comprehension for learners of different cognitive learning styles (field-dependent and field-independent)? (2) What are the effects of using different multimedia annotations on reading comprehension for learners with different learning abilities (higher-level and lower-level)? And (3) what are learners' attitudes toward using a multimedia annotation system? The results of this study are listed as follows: First, for reading comprehension, the learner-generated annotation group performed better than the instructor-provided group, no matter which cognitive learning style they were. Second, higher-level learners with learner-generated annotation performed better than those with instructor-provided annotation. However, the difference between lower-level learners with learner-generated annotation and those with instructor-provided annotation was not significant. Finally, learners had positive attitudes toward multimedia annotation use and thought text annotation was the most useful of the different types. (Contains 11 tables and 1 figure.) (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10