Enhancing Learning Outcomes in Computer-Based Training via Self-Generated Elaboration

Autor/inn/en	Cuevas, Haydee M.; Fiore, Stephen M.
Titel	Enhancing Learning Outcomes in Computer-Based Training via Self-Generated Elaboration
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 42 (2014) 6, S.839-859 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-014-9315-8
Schlagwörter	Computer Assisted Instruction; Outcomes of Education; Questioning Techniques; Teaching Methods; Undergraduate Students; Psychology; Cognitive Processes; Difficulty Level; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Lernleistung; Schulerfolg; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Unterrichtserfolg
Abstract	The present study investigated the utility of an instructional strategy known as the "query method" for enhancing learning outcomes in computer-based training. The query method involves an embedded guided, sentence generation task requiring elaboration of key concepts in the training material that encourages learners to "stop and think" about the information already presented before proceeding to new concepts. This study also investigated the effect of varying the level of elaboration (low or high) prompted by the queries. Fifty-one undergraduate students from the general psychology department subject pool at a major university in the southeastern United States received instruction on the basic principles of flight via one of three versions of a computer-based tutorial (no query, low-level elaboration query, or high-level elaboration query). Participants had no prior knowledge or previous experience with the aviation domain. A one-way between-groups design was employed, with the query method serving as the independent variable and a sample size of 17 per condition. Dependent variables included knowledge organization, knowledge acquisition, and instructional efficiency. Overall, results showed that incorporating low-level elaboration queries into the training resulted in improved organization, integration, and application of task-relevant knowledge and higher instructional efficiency. High-level elaboration queries consistently failed to produce significantly better post-training outcomes, possibly due to the increased cognitive load imposed on learners during training. The discussion centers on theoretical and practical implications for promoting and assessing learning outcomes in computer-based training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10