Abstract
Theories of cognitive information retrieval can work in concert with those of educational psychology to better formalize self-regulatory processes, such as task understanding, in online learning. Results from a prior statistical exploration of 38 graduate learners using a topic map (ISO 13250) index to browse an online repository of instructor-annotated essays in order to complete an ill-structured essay task indicate improved performance and task understanding. This follow-up study analyzes the inductive content of interviews and computer-based user traces for a theoretical sample of 12 of these 38 learners, showing how the semantic nature of the topic map enabled them to pursue distinct paths to browse essays according to individual task understanding and information need.
Highlights
There is a paucity of research on the development, implementation and evaluation of indexing technologies in e-learning course management systems and online repositories used for educational purposes (Shaw & Venkatesh, 2005)
Theories of cognitive information retrieval can work in concert with those of educational psychology to better formalize self-regulatory processes, such as task understanding, in online learning
Results from a prior statistical exploration of. 38 graduate learners using a topic map (ISO 13250) index to browse an online repository of instructorannotated essays in order to complete an ill-structured essay task indicate improved performance and task understanding
Summary
There is a paucity of research on the development, implementation and evaluation of indexing technologies in e-learning course management systems and online repositories used for educational purposes (Shaw & Venkatesh, 2005). Theories of cognitive information retrieval can work in concert with those of educational psychology to better formalize self-regulatory processes, such as task understanding, in online learning.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Revue internationale des technologies en pédagogie universitaire
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
