Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension

Autor/inn/en	Poitras, Eric; Trevors, Gregory
Titel	Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension
Quelle	In: Canadian Journal of Learning and Technology, 38 (2012) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Foreign Countries; Expertise; Reading Comprehension; Design Requirements; Reading Strategies; Social Sciences; Prior Learning; Social Scientists; Journal Articles; Reading Research; Novices; Skill Development; Reading Skills; Social Science Research; Coding; Reading Instruction; Instructional Design; Computer System Design; Statistical Analysis; Mixed Methods Research; Demonstrations (Educational); Educational Experiments; Intelligent Tutoring Systems; Protocol Analysis; Case Studies; College Faculty; Canada + Suchen Sie Ihr Suchwort? Ausland; Expert appraisal; Leseverstehen; Design preferences; Gestaltungsmittel; Reading strategy; Leselernstufe; Lesetechnik; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Vorkenntnisse; Social scientist; Sozialwissenschaftler; Journal article; Zeitschriftenaufsatz; Leseforschung; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Social scientific research; Sozialwissenschaftliche Forschung; Codierung; Programmierung; Leseunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Statistische Analyse; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Schulversuch; Intelligentes Tutorsystem; Case study; Fallstudie; Case Study; Fakultät; Kanada
Abstract	Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical data were gathered in a mixed-methods explanatory sequential design that examined the reading comprehension strategies used by an expert social scientist while reading a professional-level text. Process data were collected through a concurrent think-aloud protocol and coded according to reading comprehension processes. We combined both quantitative and qualitative analyses to identify, describe, and explain patterns in the expert's use of reading strategies. Our findings indicate that highly-skilled reading is characterized by critiquing text information, relating information to prior knowledge, and evaluating one's own understanding of text information. Findings are used to inform the design of worked-examples and a pedagogical agent embedded within the Highly-Skilled Reading Tutor. (Contains 4 tables, 2 footnotes and 3 figures.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10