Search results for author:"Jennifer G. Cromley"
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Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension
Learning and Instruction Vol. 57, No. 1 (October 2018) pp. 1–4
In this special issue, contributing authors consider work at the intersection of two relatively established lines of research: multi-source (e.g., multiple texts) comprehension and multi-modal (e.g., narrated video) comprehension. This is a...
Educational Technology Research and Development Vol. 57, No. 3 (June 2009) pp. 287–313
New literacies researchers have identified a core set of strategies for locating information, one of which is "reading a Web page to locate information that might be present there" (Leu et al. in: Rush, Eakle, Berger (eds) "Secondary school reading...
Do Different Goal-Setting Conditions Facilitate Students' Ability to Regulate Their Learning of Complex Science Topics with RiverWeb?
Annual Meeting of the American Educational Research Association 2003 (2003)
This study examined the role of different goal setting instructional interventions in facilitating high school students' regulation of their conceptual understanding of ecological systems while using a Web-based water quality simulation environment. ...
Why Is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia?
Educational Technology Research and Development Vol. 56, No. 1 (February 2008) pp. 45–72
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected adolescents' learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 5 (November 2005) pp. 381–412
This study examines the effectiveness of three scaffolding conditions on adolescents' learning about the circulatory system with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three...
Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning
Jennifer G. Cromley; Bradley W. Bergey; Shannon Fitzhugh; Nora Newcombe; Theodore W. Wills; Thomas F. Shipley; Jacqueline C. Tanaka
Learning and Instruction Vol. 26, No. 1 (August 2013) pp. 45–58
Can students be taught to better comprehend the diagrams in their textbooks? Can such teaching transfer to uninstructed diagrams in the same domain or even in a new domain? What methods work best for these goals? Building on previous research...
Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal?
William Zahner; Ting Dai; Jennifer G. Cromley; Theodore W. Wills; Julie L. Booth; Thomas F. Shipley; Waldemar Stepnowski
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 131–141
We investigate the strategies used by 64 advanced secondary mathematics students to identify whether a given pair of polynomial representations (graphs, tables, or equations) corresponded to the same function on an assessment of coordinating...