A Comparison of Context Effects on the Organizational Strategy Use
Junya Kawai, Graduate School of Mathematics Education, Tokyo University of Science, Japan ; Hiroshi Kato, The Open University of Japan, Japan ; Yoshito Yamamoto, Tokyo University of Science, Japan
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Transfer of learning strategies is generally difficult to achieve because learning contexts are different from practical ones. This study assumes a cognitive process for using strategies in practical contexts. Using the concept of transfer-appropriate processing, the researchers prepared a program of teaching strategies that includes problem-solving contexts. Then, two experiments were performed to compare the effects of two contexts (problem-solving and directed). A total of 140 undergraduate students participated in the experiments which had a 2 (contexts: problem-solving vs. directed) × 3(test: pre, post, and delay) design. The results showed that the mean difference between problem-solving and directed contexts was not significant. This indicates that problem-solving contexts have the same effects as directed contexts. Therefore, the results did not support the hypothesis. Further experiments are needed to confirm the validity of the results.
Kawai, J., Kato, H. & Yamamoto, Y. (2011). A Comparison of Context Effects on the Organizational Strategy Use. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1367-1372). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)