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THE EFFECT OF GUIDANCE ON LEARNING IN A WEB-BASED, MEDIA-ENRICHED LEARNING ENVIRONMENT
by
Sean Francis Early
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
December 2008
Copyright 2008 Sean Francis Early
Object Description
| Title | The effect of guidance on learning in a web-based, media-enriched learning environment |
| Author | Early, Sean Francis |
| Author email | early.sean@gmail.com; searlyusc@yahoo.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-07-01 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-12-12 |
| Advisor (committee chair) | Clark, Richard E. |
| Advisor (committee member) |
Kezar, Adriana McArdle, John J. |
| Abstract | The appropriate role for explicit, directive guidance during instruction has been debated in the literature for several decades (Sweller, Kirschner, & Clark, 2006; Mayer, 2004; Savery & Duffy, 2001). The two dominant positions are that explicit guidance should for the core of procedural knowledge instruction for novices (Sweller, Kirschner & Clark, 2006) and conversely that explicit guidance should be avoided during procedural knowledge instruction so that students can construct their own pathway to success (Duffy & Jonassen, 1992). This project examined the role of guidance, in the form of corrective feedback, on web-based learning with high quality media. This study used a randomized experimental model to assess differences between three learning conditions: (a) text-only, (b) text plus video and practice, and (c) text, video, practice and feedback. Hypotheses predicted that increased practice and guidance would improve performance for procedural knowledge but would have no significant effect on declarative knowledge, in keeping with Anderson's model of cognitive processing (Anderson, 1996). Performance on a summative test of declarative and procedural knowledge was analyzed for 60 participants. The central hypothesis of the study was supported. Participants in the condition with the most practice and guidance (in the form of corrective feedback) performed significantly better than participants on the other treatment conditions. No significant differences for declarative (e.g. facts, concepts) knowledge were found, in support of research hypotheses. Ordinary Least Squares regression analysis demonstrated that treatment condition and educational level were the significant predictors of performance.; Implications discussed in this study include the use of corrective feedback for procedural knowledge training, the use of high-quality video demonstrations in online learning environments, and the effectiveness of online content delivery platforms for completing randomized experimental studies of learning. |
| Keyword | guidance; learning; effect size; multiple regression; leadership; web-based; training |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1921 |
| Rights | Early, Sean Francis |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Early-2343 |
| Archival file | uscthesesreloadpub_Volume23/etd-Early-2343.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECT OF GUIDANCE ON LEARNING IN A WEB-BASED, MEDIA-ENRICHED LEARNING ENVIRONMENT by Sean Francis Early A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (EDUCATION) December 2008 Copyright 2008 Sean Francis Early |
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