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| Autor/inn/en | Iiyoshi, Toru; Hannafin, Michael J. |
|---|---|
| Titel | Cognitive Tools for Open-Ended Learning Environments: Theoretical and Implementation Perspectives. |
| Quelle | (1998), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Processes; College Students; Computer Assisted Instruction; Educational Environment; Higher Education; Hypermedia; Prior Learning; Problem Solving; Technical Education |
| Abstract | This study investigated patterns and effects of cognitive tools usage during engagement with an open-ended hypermedia learning environment. Seven technical institute students engaged in problem-solving tasks concerning anatomy and physiology. They used 16 cognitive tools embedded in a hypermedia system and their tool use patterns and corresponding learning processes were explored and analyzed. The findings suggest that four factors (general prior knowledge, task-related prior knowledge, task complexity, and tool familiarity) affected learner's selection and use of cognitive tools. Effects of learners, tasks, and learning environment interaction on tool use are also discussed. A conceptual framework for functional cognitive tool classifications and principles of design based on an information processing model and other cognitive learning theories such as cognitive flexibility theory, cognitive load theory, metacognition theory, and mental model theory are provided. Appendixes provide a sample screen image and explanation of tools from "The Human Body" and functional classification tools from that text. (Contains 1 table, 1 figure, and 15 references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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