Promoting Generative Learning with Elaboration Training in Computer-Based Instruction [electronic resource] / Gary R. Morrison and Others.
Relative effects on adult learners who received experimenter-provided elaborations or who generated personal elaborations, using strategies taught by means of detached versus embedded training, were examined in 80 employees in a professional-development course at a large corporation. Subjects were a...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Subjects: |
MARC
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| 100 | 1 | |a Morrison, Gary R. | |
| 245 | 1 | 0 | |a Promoting Generative Learning with Elaboration Training in Computer-Based Instruction |h [electronic resource] / |c Gary R. Morrison and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 12 p. | ||
| 500 | |a ERIC Document Number: ED373741. | ||
| 500 | |a ERIC Note: In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784. |5 ericd. | ||
| 520 | |a Relative effects on adult learners who received experimenter-provided elaborations or who generated personal elaborations, using strategies taught by means of detached versus embedded training, were examined in 80 employees in a professional-development course at a large corporation. Subjects were assigned to a control group, a group receiving experimenter-provided elaborations, and groups receiving training to produce learner-generated detached or embedded elaborations. Recall, recognition, and application of the lesson content (professional-development topics) were measured in a posttest. Subjects generating elaborations surpassed control-group subjects on three or four comparisons. However, there were no significant advantages for either learner-generated-elaborations group versus the experimenter-generated-elaborations group. It may be that the level of generative processing achieved in the experimenter-generated category was sufficient to produce elaborations that function similarly to learner-generated elaborations. Contrary to the hypothesis, the embedded-training group did not demonstrate higher achievement than did the detached-training group. One table summarizes means and standard deviations. (Contains 29 references.) (SLD) | ||
| 650 | 1 | 7 | |a Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Adult Students. |2 ericd. |
| 650 | 1 | 7 | |a Computer Assisted Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Control Groups. |2 ericd. |
| 650 | 0 | 7 | |a Experimental Groups. |2 ericd. |
| 650 | 0 | 7 | |a Intermode Differences. |2 ericd. |
| 650 | 1 | 7 | |a Learning Strategies. |2 ericd. |
| 650 | 0 | 7 | |a Pretests Posttests. |2 ericd. |
| 650 | 0 | 7 | |a Professional Development. |2 ericd. |
| 650 | 0 | 7 | |a Recall (Psychology) |2 ericd. |
| 650 | 0 | 7 | |a Recognition (Psychology) |2 ericd. |
| 650 | 1 | 7 | |a Training Methods. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED373741 |h Other scheme |i web |n 1 |