Improving Learning in Computer-based Instruction Through Question Type and Grouping Strategies

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Niemczyk, M. & Savenye, W. (2010). Improving Learning in Computer-based Instruction Through Question Type and Grouping Strategies. Journal of Educational Multimedia and Hypermedia, 19(1), 79-102. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32362.

• Share:
• 
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 19, Issue 1, 2010
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Authors

Mary Niemczyk, Wilhemina Savenye, Arizona State University, United States

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.

Keywords

• Secondary Education
• Collaboration
• Achievement
• Social Studies
• Educational Technology
• Instructional Design
• Instructional Materials
• Interaction
• Teaching Methods
• Multimedia

Also Read

• Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
• Using e-Learning Technologies in Developing Remeditainment Products for the Treatment of Children with Central Auditory Processing Disorder (CAPD)
• Post degree online course in Haematopathology and e-Learning: description of an innovative curriculum in e-Learning
• Podcasts in Higher Education: What Students Want, What They Really Need, and How This Might be Supported
• Using RSS in Collaborative Course Development
• Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
• Reducing E-Learning Development Costs Using a Streamlined XML-based Approach
• Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment
• Inspiring Learning and Teaching: Using e-tools to Facilitate Change
• Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies

Tags