Pedagogical Implications of Using Learner-Controlled, Web-based Tools for Learning PROCEEDINGS
Gretchen Lowerison, Richard F Schmid, Concordia University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Students from a graduate class in educational computing took part in a study exploring the effectiveness of learner-controlled, web-based tools to support knowledge building and self-regulation. Learners were randomly divided into one of five study groups: Moodle (collaborative, structured linear environment), Blog (collaborative, unstructured linear environment), TikiWiki and MediaWiki (collaborative, dynamic environment), and free choice. Data came from self-report surveys, learning journals, content analysis of artifacts, and final grade. Results indicate that learners perceive that Blogs and Wikis promote increased collaboration, dialog and active engagement. Learners who are less familiar with the knowledge domain and / or the technology prefer a more structured, instructor guided learning environment. Implications for use of these tools to support learning will be discussed.
Lowerison, G. & Schmid, R.F. (2007). Pedagogical Implications of Using Learner-Controlled, Web-based Tools for Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6255-6262). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2018 from https://www.learntechlib.org/primary/p/26782/.
© 2007 Association for the Advancement of Computing in Education (AACE)
- Alexander, P.A., & Murphy, P.K. (1998). The research base for APA's Learner-Centered Psychological Principles. In N. Lambert& B.L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education. Washington, DC: American Psychological Association.
- Azevedo, R., Guthrie, J.T., & Seibert, D. (2004). The role of self-regulated learning in fostering students’ conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1), 87-111.
- Azevedo, R, Guthrie, J.T., Wang, H.-Y., & Mulhern, J. (2001, April). Do different instructional interventions facilitate students’ ability to shift to more sophisticated mental models of complex systems? Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
- Baggetun, R. & Wasson, B. (2006). Self-regulated learning and open writing. European Journal of Education, 41(3), 453-463.
- Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100-112.
- Boulos, M.N.K., & Wheeler, S. (2007). The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and healthcare education. Health Information and Libraries Journal, 24, 2–23.
- Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
- Dede, C. (1996). The evolution of distance education: Emerging technologies and distributed learning. American Journal of Distance Education, 10(2), 4-36.
- D'Sousa, Q. (2005). RSS Ideas for educators: Version 1.1. Retrieved March 28, 2006, from http://www.teachinghacks.com/wp-content/uploads/2006/01/RSS%20Ideas%20for%20Educators111.pdf
- Duffy, T.M., & Cunningham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Simon& Schuster Macmillan.
- Duffy, T.M. And Jonassen, D.H. (1991). Constructivism: New implications for instructional technology, Educational Technology, 31, 7-12.
- Hill, J.R., & Hannafin, M.J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology, Research& Development, 49(3), 37-52.
- Huffman, L.E., & Spires, H.A. (1994). Effects of explicit instruction in notetaking on sixth graders’ lecture comprehension and attitudes toward notetaking. Reading Improvement, 11, 72–76.
- Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II, pp. 215-239). Mahwah, NJ:
- Jonassen, D.H., Howland, J., Moore, J., & Marra, R.M. (2003). Learning to Solve Problems with Technology: A Constructivist Perspective, 2nd Ed.: Upper Saddle River: Merrill Prentice Hall.
- Jonassen, D.H., Peck, K. & Wilson, B.G. (1999) Learning WITH technology: a constructivist perspective (Columbus, OH, Merrill/Prentice Hall).
- Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of educational technology (2nd Ed.). London: Routledge.
- Lowerison, G., Sclater, J., Schmid, R.F., & Abrami, P.C. (2006). Are we using technology for learning? Journal of Educational Technology Systems. 34(4), 401-426.
- Lowerison, G., Tamim, R., Nicolaidu, I. & Schmid, R.F. (2006, April). Implications of student technology use for knowledge building. Paper presented at the Annual Meeting of the American Educational Research Association: San Francisco: CA.
- Mathiasen, H. (2004). Expectations of technology: When the intensive application of IT in teaching becomes a possibility. Journal of Research on Technology in Education, 36(3), 273-294.
- Mayer, R.E. (2002). The promise of educational psychology: Vol. 2. Teaching for meaningful learning. Columbus, OH: Merrill/Prentice Hall.
- Mayer, R.E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13, 125-139.
- Mayer, R.E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
- McCombs, B.L. (2000). Assessing the role of educational technology in the teaching and learning process: A learner-centered perspective. The Secretary’s Conference on Educational Technology 2000. Retrieved June 28, 2001, from http://www.ed.gov/Technology/techconf/2000/mccombs_paper.html.
- McKeachie, W.J. (2000). Helping students learn how to learn. ED450864
- McLoughlin, C., & Luca, J. (2002). Enhancing the quality of the student experience online: Revisiting the imperative of learning as socially based. In A. Goody, J. Herrington& M. Northcote (Eds.), Quality Conversations: HERDSA Conference 2002 (Vol. 25, pp. 442-448). Perth, Western Australia: Higher Education Research and
- Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: The University of Michigan, Technical Report no. 91-B-004.
- Reeves, T.C. (1998). The impact of media and technology in schools: A research report prepared for The Bertelsmann Foundation. Retrieved April 14, 2002, from http://www.athensacademy.org/instruct/media_tech/reeves0.html
- Schunk, D., & Zimmerman, B.J. (eds.) (1994). Self-regulation of learning and performance: Issues and educational applications, Hillsdale, NJ: Lawrence Erlbaum Associates.
- Slotte, V., & Lonka, K. (1999). Review and process effects of spontaneous note-taking on text comprehension. Contemporary Educational Psychology, 24, 1–20.
- Sugrue, B. (2000). Cognitive approaches to Web-based instruction. In S.P. Lajoie (Ed.), Computers as cognitive tools, volume two: No more walls. Theory change, paradigm shifts, and their influence on the use of computers for instructional purposes (pp. 133–162). Mahwah, NJ: Lawrence Erlbaum Associates.
- Wagner, E. & McCombs, B. (1995) Learner centered psychological principles in practice: designs for distance education. Educational Technology, March-April 1995.
- Williams, G. (2000, March 16). Blue Hillman inspired King's laptop proposal. Ellsworth American. Retrieved February 12, 2005 from http://www.papert.org/articles/laptops/blue_hill_man.html
- Winne, P.H., & Hadwin, A.F. (1998). Studying as self-regulated learning. In D.J. Hacker, J. Danlosky, & A.C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-306). Hillsdale, NJ:
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.