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Transforming learning into a constru...

Cuevas, Haydee Maria.

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Transforming learning into a constructive cognitive and metacognitive activity: Use of a guided learner-generated instructional strategy within computer-based training.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Transforming learning into a constructive cognitive and metacognitive activity: Use of a guided learner-generated instructional strategy within computer-based training./
作者:	Cuevas, Haydee Maria.
面頁冊數:	121 p.
附註:	Major Professor: Clint A. Bowers.
Contained By:	Dissertation Abstracts International66-02B.
標題:	Psychology, Experimental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3163597
ISBN:	9780496978328

Transforming learning into a constructive cognitive and metacognitive activity: Use of a guided learner-generated instructional strategy within computer-based training.
Cuevas, Haydee Maria.

Transforming learning into a constructive cognitive and metacognitive activity: Use of a guided learner-generated instructional strategy within computer-based training. - 121 p.

Major Professor: Clint A. Bowers.

Thesis (Ph.D.)--University of Central Florida, 2004.

Incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions.

ISBN: 9780496978328Subjects--Topical Terms:

517106
Psychology, Experimental.

Transforming learning into a constructive cognitive and metacognitive activity: Use of a guided learner-generated instructional strategy within computer-based training.
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245 1 0 $a Transforming learning into a constructive cognitive and metacognitive activity: Use of a guided learner-generated instructional strategy within computer-based training.
300 $a 121 p.
500 $a Major Professor: Clint A. Bowers.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: B, page: 1202.
502 $a Thesis (Ph.D.)--University of Central Florida, 2004.
520 $a Incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions.
520 $a The present study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). Overall, results consistently highlighted the beneficial effect of presenting participants with low-level elaboration queries, as compared to the no-query or high-level elaboration queries.
520 $a In terms of post-training cognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly more accurate knowledge organization (as indicated by greater similarity to an expert model), better acquisition of perceptual knowledge, and superior performance on integrative knowledge assessment involving the integration and application of task-relevant concepts. Finally, participants presented with the low-level elaboration queries generated significantly more accurate sentences than participants presented with the high-level elaboration queries.
520 $a In terms of post-training metacognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly greater metacomprehension accuracy (as indicated by significantly lower prediction bias scores, based on self-evaluations made following training) and more effective metacognitive self-regulation during training (as indicated by significantly greater observed levels of review effort).
520 $a This study also hypothesized a differential impact of the query method on participants' self-reports of task-specific self-efficacy expectations for performance and metacognitive self-regulation. Contrary to predictions, after accounting for the variance attributable to these two factors at the trait level (as indicated by responses to the MSLQ pre-test), the query method did not have a significant differential effect on participants' task-specific (i.e., state-level) self-efficacy expectations of post-training performance and metacognitive self-regulation during training (as indicated by responses to the MSLQ post-test). However, given the significant positive correlation between these two factors revealed in this study, further research is warranted to tease apart the complex relationship between self-efficacy expectations of performance and metacognitive self-regulation, and more importantly, how these may impact the learning process. (Abstract shortened by UMI.)
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