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Dynamically annotated instructional ...

Gehbauer, Peter.

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Dynamically annotated instructional designs: Effects on underprepared mathematics learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Dynamically annotated instructional designs: Effects on underprepared mathematics learners./
Author:	Gehbauer, Peter.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3932.
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426033
ISBN:	9781124260402

Dynamically annotated instructional designs: Effects on underprepared mathematics learners.
Gehbauer, Peter.

Dynamically annotated instructional designs: Effects on underprepared mathematics learners. - 160 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3932.

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

The mathematics problem (Hourigan & O'Donoghue, 2007)---mathematical underpreparedness of nearly a third of first year students---affects many colleges in North America, Great Britain and Ireland. This quantitative study sought to determine whether dynamic or static annotations used in online mathematics instruction resulted in better learning outcomes. An adaptation of the NASA-TLX instrument was used to capture workload and performance data before and after an online mathematics learning activity. These data determined each learner's degree of mathematical preparedness and post learning performance, respectively. Workload and performance data were combined to calculate (a) instructional efficiency, (b) performance efficiency (van Gog & Paas, 2008) and (c) instructional conditions efficiency (Tuovinen & Paas, 2004). Analyses revealed strong evidence that static annotations (presented in a formal way and all-at-once), resulted in greater instructional efficiency and instructional conditions efficiency than dynamic annotations (presented informally and little-by-little). A pattern analysis of annotation use versus mathematical preparedness suggested that using static annotation use resulted chiefly in instrumental (rules without reason) understanding. This may have been facilitated by a channelling effect; procedural information provided visually in static annotations, supporting (problem solving) information via audio narration. Greater germane cognitive load was expended when dynamic annotations were used, suggesting opportunity for greater relational (deep) understanding. Poorer observed overall performance by dynamic annotation users may have been a consequence of the immediacy of performance testing after learning; reflection and other metacognitive processes take time and are essential to developing relational (deep) understanding (Reason, 2003). Further research is needed to confirm the conjecture that dynamic annotations result in greater relational understanding.

ISBN: 9781124260402Subjects--Topical Terms:

1017588
Education, Mathematics.

Dynamically annotated instructional designs: Effects on underprepared mathematics learners.
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245 1 0 $a Dynamically annotated instructional designs: Effects on underprepared mathematics learners.
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500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3932.
500 $a Adviser: Suzanne Dunn.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a The mathematics problem (Hourigan & O'Donoghue, 2007)---mathematical underpreparedness of nearly a third of first year students---affects many colleges in North America, Great Britain and Ireland. This quantitative study sought to determine whether dynamic or static annotations used in online mathematics instruction resulted in better learning outcomes. An adaptation of the NASA-TLX instrument was used to capture workload and performance data before and after an online mathematics learning activity. These data determined each learner's degree of mathematical preparedness and post learning performance, respectively. Workload and performance data were combined to calculate (a) instructional efficiency, (b) performance efficiency (van Gog & Paas, 2008) and (c) instructional conditions efficiency (Tuovinen & Paas, 2004). Analyses revealed strong evidence that static annotations (presented in a formal way and all-at-once), resulted in greater instructional efficiency and instructional conditions efficiency than dynamic annotations (presented informally and little-by-little). A pattern analysis of annotation use versus mathematical preparedness suggested that using static annotation use resulted chiefly in instrumental (rules without reason) understanding. This may have been facilitated by a channelling effect; procedural information provided visually in static annotations, supporting (problem solving) information via audio narration. Greater germane cognitive load was expended when dynamic annotations were used, suggesting opportunity for greater relational (deep) understanding. Poorer observed overall performance by dynamic annotation users may have been a consequence of the immediacy of performance testing after learning; reflection and other metacognitive processes take time and are essential to developing relational (deep) understanding (Reason, 2003). Further research is needed to confirm the conjecture that dynamic annotations result in greater relational understanding.
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790 1 0 $a Graham, Gordon $e committee member
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