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Learner Control (learner + control)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	50%

Selected Abstracts

Learner control, cognitive load and instructional animation

APPLIED COGNITIVE PSYCHOLOGY, Issue 6 2007
Béatrice Susanne Hasler
In order to investigate the influence of learner-controlled pacing in educational animation on instructional efficiency, three versions of an audio-visual computer animation and a narration-only presentation were used to teach primary school students the determinants of day and night. The animations were either system-paced using a continuous animation, learner-paced using discrete segments or learner paced using ,stop' and ,play' buttons. The two learner-paced groups showed higher test performance with relatively lower cognitive load compared to the two system-paced groups, despite the fact that the ,stop' and ,play' buttons were rarely used. The significant group differences regarding test performance were obtained only for more difficult, high element interactivity questions but not for low element interactivity questions. Copyright © 2007 John Wiley & Sons, Ltd. [source]

Optimizing e-learning: Research-based guidelines for learner-controlled training

HUMAN RESOURCE MANAGEMENT, Issue 2-3 2004
Renée E. DeRouin
The widespread availability of the Internet has revolutionized the way organizations train their workforces. With e-learning methods, learning can take place on-demand, and trainees can be given greater control over their learning than ever before. This increased control has the potential to improve training effectiveness. However, the failure of many e-learning programs suggests that organizations would benefit from a set of research-based principles on providing learner control in e-learning. In this article, we offer guidelines for preparing trainees for learner-led instruction, the design of learner-controlled training, and the creation of workplace conditions that facilitate successful learner-led training. © 2004 Wiley Periodicals, Inc. [source]

The perplexing role of learner control in e-learning: will learning and transfer benefit or suffer?

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2010
Benjamin P. Granger
The appeal of e-learning is not surprising given its many proposed advantages (e.g. flexibility, responsiveness to trainees' individual needs, potential cost-effectiveness). However, as pointed out by Ruël et al., academic research in support of the proposed advantages of electronic human resource management systems is scarce. Although this is generally the case for technologically mediated training, the extant research on e-learning actually questions many of its proposed advantages. In this conceptual piece we (1) establish the link between e-learning and learner control, (2) summarize the advantages and disadvantages of learner-controlled e-learning, (3) briefly present the results of a recent study conducted in our research lab that addresses the disadvantages of learner-controlled e-learning for the training of complex material, and (4) discuss research-based recommendations for the application of learner-controlled e-learning in organizational settings. [source]

Cognitive styles and hypermedia navigation: Development of a learning model

JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 1 2002
Sherry Y. Chen
There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed. [source]

Virtual reality and brain anatomy: a randomised trial of e-learning instructional designs

MEDICAL EDUCATION, Issue 5 2007
Anthony J Levinson
Context, Computer-aided instruction is used increasingly in medical education and anatomy instruction with limited research evidence to guide its design and deployment. Objectives, To determine the effects of (a) learner control over the e-learning environment and (b) key views of the brain versus multiple views in the learning of brain surface anatomy. Design, Randomised trial with 2 phases of study. Participants Volunteer sample of 1st-year psychology students (phase 1, n = 120; phase 2, n = 120). Interventions, Phase 1: computer-based instruction in brain surface anatomy with 4 conditions: (1) learner control/multiple views (LMV); (2) learner control/key views (LKV); (3) programme control/multiple views (PMV); (4) programme control/key views (PKV). Phase 2: 2 conditions: low learner control/key views (PKV) versus no learner control/key views (SKV). All participants performed a pre-test, post-test and test of visuospatial ability. Main outcome measures, A 30-item post-test of brain surface anatomy structure identification. Results The PKV group attained the best post-test score (57.7%) and the PMV group received the worst (42.2%), with the 2 high learner control groups performing in between. For students with low spatial ability, estimated scores are 20% lower for those who saw multiple views during learning. In phase 2, students with the most static condition and no learner control (SKV) performed similarly to those students in the PKV group. Conclusions Multiple views may impede learning, particularly for those with relatively poor spatial ability. High degrees of learner control may reduce effectiveness of learning. [source]