Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction
Educational Psychology Review Volume 18, Number 2, ISSN 1040-726X
This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge acquisition under conditions in which the learner is not the addressee and does not physically interact in any way with the source of the content to be mastered. The second section describes cognitive constructivism from the standpoint of schema theory and the work of Bartlett (1932). The next section describes four principles of curriculum design that support constructive processes during vicarious learning and reviews the process of self-explanation and how computer prompted self-explanation supports constructive activities. Research showing the important role that overhearing deep-level reasoning questions plays in supporting constructive activities and deep-level learning is also described. In the next section, vicarious learning supported by deep-level reasoning questions is contrasted with tutoring as one kind of interactive learning. In the final section, some conclusions are drawn, a few empirical issues are discussed, and two caveats are noted.
Gholson, B. & Craig, S.D. (2006). Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction. Educational Psychology Review, 18(2), 119-139.
Cited ByView References & Citations Map
The Influence of Vicarious Learning on Explicit Bias and Knowledge Retention in an Online LGBT Competency Training Program
Kody A. Ioia & Scotty D. Craig, Arizona State University - Human Systems Engineering, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1034–1046
Jeremiah Sullins, Harding University, United States; Samuel Acuff, University of Memphis, United States; Daniel Neely, Auburn University, United States; Xiangen Hu, University of Memphis, United States
Journal of Educational Multimedia and Hypermedia Vol. 27, No. 2 (April 2018) pp. 245–265
Christiana Bruchok, Christopher Mar & Scotty D. Craig, Arizona State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 330–344
Promoting learning by observing deep-level reasoning questions on quantitative physics problem solving with Andes
Scotty Craig, University of Memphis, United States; Kurt VanLehn & Michelene T.H. Chi, University of Pittsburgh, LRDC/PSLC, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1065–1068
Scotty Craig, Arthur Graesser, Joshua Brittingham, Joah Williams & Trey Martindale, University of Memphis, United States; Gloria Williams & Renita Gray, Snowden elementary - Memphis City Schools, United States; Arlisha Darby, White station high School - Memphis City Schools, United States; Barry Gholson, University of Memphis, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1060–1064
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.