Research alouds to scaffold the practices of researchers
Mathew Mitchell, Susan Prion, University of San Francisco, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Beginning doctoral students in education often experience great difficulties in reading and understanding original research articles. Employing Mayer's cognitive processing framework, we developed an instructional technique termed research alouds to reduce the extraneous and essential processing demands placed on new doctoral students when reading original research. In our study a research aloud instructional package consisted of an audiobook combined with a specially annotated PDF version of the research article. Research aloud treatments were delivered electronically via the course website. Results from our study indicated that extraneous processing was significantly reduced, while two other measures indicated essential processing were also significantly reduced. This pilot study suggests that e-learning experiences that combine audiobooks with annotated research articles can be successful for teaching students to more effectively and efficiently read original research articles.
Mitchell, M. & Prion, S. (2009). Research alouds to scaffold the practices of researchers. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1812-1817). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)