A Design Study of a Multimedia Instructional Grammar Program with Embedded Tracking

Autor/inn/en	Koehler, Natalya A.; Thompson, Ann D.; Phye, Gary D.
Titel	A Design Study of a Multimedia Instructional Grammar Program with Embedded Tracking
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 39 (2011) 6, S.939-974 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-010-9161-2
Schlagwörter	Learning Theories; Instructional Design; Geography; Instructional Effectiveness; Prior Learning; Educational Technology; Multimedia Instruction; Second Language Instruction; English (Second Language); Grammar; Cognitive Processes; Difficulty Level; Community Colleges; College Students; United States History; Teaching Methods + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Geografie; Unterrichtserfolg; Vorkenntnisse; Unterrichtsmedien; Multimediales Lernen; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Community college; Community College; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the teaching of English as a Second Language (ESL) was developed and evaluated. The program design was grounded in Mayer's multimedia learning theory (2001), Sweller's cognitive load theory (CLT, 2005), and cognitive training theory using an inductive reasoning paradigm (Klauer and Phye, "Rev Educ Res" 78(1):85-124, 2008). A successful integration of cognitive training theory into program design is expected to facilitate the transition of student's declarative knowledge of a grammar concept of passive voice to procedural knowledge (Phye, "Contemp Educ Psychol" 16:87-94, 1991; Phye et al., "Empirical methods for evaluating educational interventions," Academic Press/Elsevier, San Diego, 2005). Two studies involving ten and four adult ESL learners were conducted in a Midwest community college. Grammar teaching occurred within the context of history and geography of the USA. Students with low prior knowledge of passive voice grammar concepts, intermediate level of general vocabulary, and adequate basic knowledge of content (basic geography and history) benefited most from the program. Preliminary results are encouraging for the aforementioned integrative efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10