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The influence of self-regulated lear...

Bernacki, Matthew.

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The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments./
Author:	Bernacki, Matthew.
Description:	203 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2341.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Information Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3408695
ISBN:	9781124051703

The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.
Bernacki, Matthew.

The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments. - 203 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2341.

Thesis (Ph.D.)--Temple University, 2010.

This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160 undergraduate education majors completed measures of prior knowledge, goal orientation, intrinsic motivation, self-efficacy to self-regulate learning, and a demographic survey. They were trained in the use of nStudy, a learning environment designed to facilitate self-regulated learning from web-based media including hypertext and to trace learners' actions while they learned online. Learners completed a 20-minute study session learning about Attention Deficit Hyperactivity Disorder and a posttest to assess changes in knowledge scores. Results indicate that employment of individual SRL tactics including tendency to highlight was found to be associated with increased posttest knowledge scores across learners. Goal orientation and prior knowledge also significantly predicted posttest knowledge scores in regression models. These findings can be used to inform the design and use of hypertext in order to individualize computer-based instruction and maximize knowledge acquisition for students, based upon their individual characteristics.

ISBN: 9781124051703Subjects--Topical Terms:

1030799
Information Technology.

The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.
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100 1 $a Bernacki, Matthew. $3 1675733
245 1 4 $a The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.
300 $a 203 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2341.
500 $a Adviser: James P. Byrnes.
502 $a Thesis (Ph.D.)--Temple University, 2010.
520 $a This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160 undergraduate education majors completed measures of prior knowledge, goal orientation, intrinsic motivation, self-efficacy to self-regulate learning, and a demographic survey. They were trained in the use of nStudy, a learning environment designed to facilitate self-regulated learning from web-based media including hypertext and to trace learners' actions while they learned online. Learners completed a 20-minute study session learning about Attention Deficit Hyperactivity Disorder and a posttest to assess changes in knowledge scores. Results indicate that employment of individual SRL tactics including tendency to highlight was found to be associated with increased posttest knowledge scores across learners. Goal orientation and prior knowledge also significantly predicted posttest knowledge scores in regression models. These findings can be used to inform the design and use of hypertext in order to individualize computer-based instruction and maximize knowledge acquisition for students, based upon their individual characteristics.
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773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Byrnes, James P., $e advisor
790 1 0 $a Cromley, Jennifer $e committee member
790 1 0 $a Booth, Julie $e committee member
790 1 0 $a DuCette, Joseph $e committee member
790 1 0 $a Ketelhut, Diane $e committee member
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