Exploring Differences between Gifted and Grade-Level Students' Use of Self-Regulatory Learning Processes with Hypermedia

Autor/inn/en	Greene, Jeffrey A.; Moos, Daniel C.; Azevedo, Roger; Winters, Fielding I.
Titel	Exploring Differences between Gifted and Grade-Level Students' Use of Self-Regulatory Learning Processes with Hypermedia
Quelle	In: Computers & Education, 50 (2008) 3, S.1069-1083 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2006.10.004
Schlagwörter	Hypermedia; Learning Processes; Human Body; Academically Gifted; Protocol Analysis; Educational Technology; Computer Assisted Instruction; Learning Strategies; Biology; Science Instruction; Achievement; Multimedia Instruction + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Menschlicher Körper; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Performance; Leistung; Multimediales Lernen
Abstract	Research involving gifted and grade-level students has shown that they display differences in their knowledge of self-regulatory strategies. However, little research exists regarding whether these students differ in their actual use of these strategies. This study aimed to address this question by examining think-aloud data collected from 98 gifted and grade-level students engaging in a complex learning task: utilizing a hypermedia environment to learn about the circulatory system. We also examined both declarative knowledge and mental model measures of learning to determine whether these groups differed in their actual performance. Our results show that gifted students did outperform grade-level students in all outcome measures. In addition, gifted students more often utilized more sophisticated self-regulatory strategies (e.g. coordinating informational sources) than grade-level students. Grade-level students were more likely to use less effective strategies that are less likely to promote the acquisition of knowledge (e.g. mnemonics). Recommendations for future intervention studies are based upon these findings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10