Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning.
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| Title: | Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning. |
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| Authors: | Burin, Debora I.1 dburin@psi.uba.ar, Irrazabal, Natalia2 nirrazabal@psi.uba.ar, Ricle, Irene Injoque1 iinjoque@psi.uba.ar, Saux, Gaston3 gsaux@psi.uba.ar, Barreyro, Juan Pablo1 jbarreyro@psi.uba.ar |
| Source: | International Journal of Educational Technology in Higher Education. 5/3/2018, Vol. 15 Issue 1, p1-1. 1p. 2 Color Photographs, 5 Charts. |
| Subject Terms: | *Short-term memory, *College student attitudes, Internet |
| Abstract: | We examined the contribution of Internet operational and navigation skills, previous knowledge, and working memory capacity to expository text comprehension as a lesson within an e-learning course. As different from previous studies in controlled settings; this study addressed students’ typical behavior in more ecological conditions. The first study tested self-reported Internet Skills Scale structure, reliability and concurrent validity, in a sample of 254 college students from a large Latin American public university. The second study addressed the contribution of self-reported Internet skills, previous domain knowledge, and working memory capacity to text comprehension in e-learning. Students ( |
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| Database: | Education Research Complete |
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| Abstract: | We examined the contribution of Internet operational and navigation skills, previous knowledge, and working memory capacity to expository text comprehension as a lesson within an e-learning course. As different from previous studies in controlled settings; this study addressed students’ typical behavior in more ecological conditions. The first study tested self-reported Internet Skills Scale structure, reliability and concurrent validity, in a sample of 254 college students from a large Latin American public university. The second study addressed the contribution of self-reported Internet skills, previous domain knowledge, and working memory capacity to text comprehension in e-learning. Students (<italic>n</italic> = 125) read high or low previous knowledge expository science texts and answered questions about them, in an e-learning course specifically designed for research purposes, accessed remotely. They also completed working memory tests. Working memory and navigation were significantly associated with text comprehension: higher working memory, and lower scores in self-reported navigation behavior, led to better comprehension. These results have implications for instructional design and reading strategies interventions. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 23659440 |
| DOI: | 10.1186/s41239-018-0099-9 |
