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The Impact Of Guided Notes Intervention On Learning Achievement, Quality Of Notes, And Perception, Bryan Richard Biggers
The Impact Of Guided Notes Intervention On Learning Achievement, Quality Of Notes, And Perception, Bryan Richard Biggers
STEMPS Theses & Dissertations
Guided notes in the form of teacher-prepared materials that guide students through the lesson with cues and space have been recommended as a possible aid to support student learning. The present study investigated the results of guided notes on the students’ learning achievement, the quality of the students’ notes, and the students’ perceptions of note-taking. Sixty students were enrolled in an eight-week, asynchronous, online, general education course and were divided into nonintervention and intervention groups where the nonintervention groups took notes without support while the students in the intervention group took notes with guided notes during weeks two through seven. …
Elaboration And Question Strategy Effect On Learning Outcomes And Cognitive Load, Julie Ann Bridges
Elaboration And Question Strategy Effect On Learning Outcomes And Cognitive Load, Julie Ann Bridges
STEMPS Theses & Dissertations
The purpose of this study was to investigate the effects of instructor-created elaborations, learner-created elaborations and adjunct questions on learning outcomes in an asynchronous learning environment, using pre-recorded video. The study also investigated the effects of instructor-created elaborations, learner-created elaborations, or adjunct questions on perceived cognitive load. The effect of learning strategy on quality of elaboration was also investigated. Results showed no significant difference in learning outcomes or cognitive load or quality of elaboration, but a post-hoc analysis revealed a significant difference in intrinsic cognitive load for students who used generative strategies while having no gain in learning outcomes.