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Toward an Understanding of the Behav...

Mary, Justin C.

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Toward an Understanding of the Behaviors that Affect Learning in Anchored Discussion Systems: The Role of Instructional Guidance Cues and Discourse Quality.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Toward an Understanding of the Behaviors that Affect Learning in Anchored Discussion Systems: The Role of Instructional Guidance Cues and Discourse Quality./
Author:	Mary, Justin C.
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630301
ISBN:	9781321081282

Toward an Understanding of the Behaviors that Affect Learning in Anchored Discussion Systems: The Role of Instructional Guidance Cues and Discourse Quality.
Mary, Justin C.

Toward an Understanding of the Behaviors that Affect Learning in Anchored Discussion Systems: The Role of Instructional Guidance Cues and Discourse Quality. - 109 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2014.

It is now commonplace for instructional materials to be delivered by web-based software environments. Anchored discussion systems are software environments intended to facilitate collaborative discourse through connecting reading material to threaded discussion forums. While there is evidence to suggest that there are advantages of anchored discussion systems over traditional methods, few studies have investigated the specific cognitive processes that lead to better learning outcomes with anchored discussion. Further, there is evidence that learners may become cognitively overloaded by a large amount of discussion, and may have difficulty with selecting relevant concepts (Dee-Lucas & Larkin, 1988; Eryilmaz, Chiu, Thoms, Mary, & Kim, 2014; Guzdial & Turns, 2010). Consequently, researchers have strongly suggested incorporating elements of instructional guidance within anchored discussion systems to mitigate the potential negative effects of cognitive overload.

ISBN: 9781321081282Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Toward an Understanding of the Behaviors that Affect Learning in Anchored Discussion Systems: The Role of Instructional Guidance Cues and Discourse Quality.
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100 1 $a Mary, Justin C. $3 2101829
245 1 0 $a Toward an Understanding of the Behaviors that Affect Learning in Anchored Discussion Systems: The Role of Instructional Guidance Cues and Discourse Quality.
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Dale E. Berger.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2014.
520 $a It is now commonplace for instructional materials to be delivered by web-based software environments. Anchored discussion systems are software environments intended to facilitate collaborative discourse through connecting reading material to threaded discussion forums. While there is evidence to suggest that there are advantages of anchored discussion systems over traditional methods, few studies have investigated the specific cognitive processes that lead to better learning outcomes with anchored discussion. Further, there is evidence that learners may become cognitively overloaded by a large amount of discussion, and may have difficulty with selecting relevant concepts (Dee-Lucas & Larkin, 1988; Eryilmaz, Chiu, Thoms, Mary, & Kim, 2014; Guzdial & Turns, 2010). Consequently, researchers have strongly suggested incorporating elements of instructional guidance within anchored discussion systems to mitigate the potential negative effects of cognitive overload.
520 $a In the current study, participants in a graduate course on Research Methodology for Psychologists were assigned to an anchored discussion system with or without bolded sections of text that served as instructional guidance cues. Participants were informed that the cues were meant to focus collaborative efforts of the group on the most important topics. Learning outcomes and quality and quantity of discourse were assessed for nine discussions.
520 $a Contrary to hypotheses, participants in the instructional guidance condition did not have significantly lower levels of self-reported cognitive load or better overall learning outcomes than participants utilizing a system without guidance cues.
520 $a The quality, rather than the quantity, of user's contributions was highly correlated with learning outcomes, even after controlling for GPA and pre-existing knowledge of methods (r = .512). This finding provides evidence in favor of Chi's (2009) A-C-I taxonomy for the behaviors that support learning. Specifically, these findings provide support for Chi's distinction between active and constructive behaviors. While active participation is a necessary condition for learning, participants' contributions were associated with learning only to the extent that they encouraged the behaviors indicative of constructive cognitive processing. In sum, these results indicate that anchored discussion systems can support the cognitive activities necessary to improve learning, although there was limited evidence for the effects of instructor guidance cues.
590 $a School code: 0047.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, General. $3 1019158
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710 2 $a The Claremont Graduate University. $b School of Behavioral and Organizational Sciences. $3 1678479
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0047
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630301