Improving Learning in Computer-Based Instruction through Questioning and Grouping Strategies

Autor/inn/en	Niemczyk, Mary; Savenye, Wilhelmina
Titel	Improving Learning in Computer-Based Instruction through Questioning and Grouping Strategies
Quelle	In: Journal of Educational Multimedia and Hypermedia, 19 (2010) 1, S.79-102 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Study Guides; Statistical Analysis; Scores; High School Students; Computer Assisted Instruction; Pretests Posttests; Surveys; Academic Achievement; Notetaking; Educational Environment; Educational Strategies; Cooperative Learning; Educational Improvement; Multimedia Materials; Evaluation + Suchen Sie Ihr Suchwort? Studienberater; Studienführer; Statistische Analyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer based training; Computerunterstützter Unterricht; Survey; Umfrage; Befragung; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie; Kooperatives Lernen; Teaching improvement; Unterrichtsentwicklung; Evaluierung
Abstract	This study investigated the comparative effects of adjunct questions, student self-generated questions, and note taking on learning from a multimedia database. High school students worked individually or in cooperative dyads on a computer-based multimedia unit using a study guide to answer either adjunct questions, generate self-questions, or take notes to accomplish a learning task. There were two criterion measures, a posttest and an attitude survey. Other data collected included informal observations, student interviews and review of the student study guides. The dependent variable was achievement as determined by posttest score. Analyses were conducted using both traditional Analysis of Variance (ANOVA) techniques as well as hierarchical linear modeling (HLM). Because of the dependency of scores of students working in pairs, it was determined that HLM techniques were more appropriate. Results of ANOVA analyses yielded significant differences, however, HLM analyses did not. The correlations of posttest scores of students working in pairs seemed to indicate possible levels of cooperation. Student interview responses and review of student study guides seemed to provide indications of how students utilized the questioning or note-taking strategies while working in this environment. Implications for the design of instruction are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10