کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6835174 | 618180 | 2014 | 9 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments
ترجمه فارسی عنوان
اثرات تعاملی و داربست آموزشی بر یادگیری: خود تنظیم در محیط های ویدئویی آنلاین
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کلمات کلیدی
محیط یادگیری تعاملی، سیستم های چندرسانه ای / هک رسانه ای، سیستم های آموزشی هوشمند انسان رابط کاربری کامپیوتر رسانه در آموزش و پرورش،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
Online learning often requires learners to be self-directed and engaged. The present study examined students' self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students' self-regulated or self-directed learning on students' learning behaviors and outcomes. In addition, correspondence between students' self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (NÂ =Â 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students' learning performance. In addition, there was correspondence between graduate students' self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 78, September 2014, Pages 312-320
Journal: Computers & Education - Volume 78, September 2014, Pages 312-320
نویسندگان
Erhan Delen, Jeffrey Liew, Victor Willson,