An Exploratory Study on the Effects of Learner-Controlled Sequencing and Advance Organizers in a Web-Based Environment
Vincent Shrader, Western Governors University, United States
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This exploratory study investigates the effects of advance organizers and learner-controlled sequencing in a Web-based learning environment. This study used a 2x2 factorial, posttest only design. The two independent variables were learner-controlled sequencing and advance organizers. The two dependent variables were students' ability as measured by scores on the posttest and time spent completing (a) the instructional materials and (b) the performance test. The treatments were four Web-based tutorials designed to teach students how to produce simple Web pages using Hypertext Markup Language (HTML). The analyses showed that neither learner-controlled sequencing nor advance organizers affected student test scores. However, the results revealed an unexpected effect on the time students spent learning and applying new material. The study revealed that those who consistently took the least amount of time were students using program-controlled sequencing with advance organizers.
Shrader, V. (2002). An Exploratory Study on the Effects of Learner-Controlled Sequencing and Advance Organizers in a Web-Based Environment. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1806-1807). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)