Abstract
We report on a study conceived to explore university students' self-regulation in learning from instructional text with illustrations. Thirty-two subjects with varying domain-related expertise were asked to study an expository text dealing with meteorology. Instructional material was presented in the form of a computer-display. For the on-line assessment of self-regulatory activities, a specific computer recording and analysis technique was used. In addition, subjects were subsequently asked to report their thoughts relating to a sample of events with disproportionately long reading times. Reconstruction was stimulated by both a computer-replay of the learning sequence and video-excerpts from the learning phase provided in advance of each event-reconstruction (“computer-assisted video-reconstruction”, CaV). Results demonstrate that on-line measures of self-regulation were associated with both text comprehension and knowledge application. In contrast, off-line verbal-report data on self-regulatory activities did not correlate with learning performance.
Published Version
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 callDisclaimer: 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.
