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Karahanov, Yuliy.

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Do multiple representations remain effective and efficient when training an ill-structured subject matter in an authentic online learning environment?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Do multiple representations remain effective and efficient when training an ill-structured subject matter in an authentic online learning environment?/
Author:	Karahanov, Yuliy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10137567
ISBN:	9781339932606

Do multiple representations remain effective and efficient when training an ill-structured subject matter in an authentic online learning environment?
Karahanov, Yuliy.

Do multiple representations remain effective and efficient when training an ill-structured subject matter in an authentic online learning environment? - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 137 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

The tradition to use two different forms of external representations in teaching and learning has existed for centuries. In The Elements (Euclid, trans. 1847), many propositions included the corresponding illustrations. In contemporary mathematical and science textbooks, verbal description of an object or process is very frequently accompanied by a picture. One of the formalizations of this widespread belief that pictures enhance learning is found in the Multiple Representations (or the Multimedia) Principle formulated by Mayer and Moreno in their Cognitive Theory or Multimedia Learning (CTML) (Mayer & Moreno, 2003). The study detailed in this paper has been conducted outside of the laboratory in the context of a real-life training program with the authentic tasks. The participants were selected from the staff of a New York City's social services agency. The domain of social services is a prime example of an ill-structured domain (Kalyuga, 2007). Thus, the study was able to examine the impact of the Multimedia Principle in the learning context outside of the usual content areas and to test the generalizability of this principle to other learning domains. The study participants have been comprised of novices and more experienced learners, thus allowing to examine the interplay of the Multimedia Principle with the learners' level of expertise and to look for the expertise reversal effect. The study has confirmed (within the study limitations) the effectiveness and efficiency of the Multiple Representation Principle in an authentic setting and in an ill-structured domain. However, the expertise reversal effect, previously found under different study conditions was not detected in the current study.

ISBN: 9781339932606Subjects--Topical Terms:

3172279
Instructional design.

Do multiple representations remain effective and efficient when training an ill-structured subject matter in an authentic online learning environment?
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