Thinking about an idea or concept in more than one way helps one remember that idea or concept better. Visualization, illustration, and repetition are some ways in which we can better understand a concept by representing it in more than one way. The purpose of this study was to examine the benefits from utilizing technology as a medium for representing information in yet another way. This investigation involved focusing on pre-service teaching undergraduates' use of both traditional and non-traditional instructional activities as a means for elaborating course-related concepts. Seventy students were assigned to complete one of two tasks. Participants assigned to the first task were given instructions to create a technology-based content module called a qlearning object.q Participants assigned the alternative task were given instructions to compose a reflective essay. Both sets of activities were based upon a qPassageq containing the concepts that formed the basis of their learning activity. Participants were tested for retention of concepts immediately after completing the instructional activity and again two weeks later. Results showed that students who created learning objects generally out-performed the comparable more-traditional course activities thought to promote learning, i.e., the reflective essay. The strong positive relationship reported between outcome measures provided evidence that creating learning objects is a viable instructional activity to promote retention of concepts.ABSTRACT STUDENT-CREATED DIGITAL LEARNING OBJECTS AS AN ELABORATIVE STRATEGY FOR PROMOTING CONCEPTUAL ... Participants assigned the alternative task were given instructions to compose a reflective essay.
|Title||:||Student-created Digital Learning Objects as an Elaborative Strategy for Promoting Conceptual Understanding|
|Publisher||:||ProQuest - 2006|