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Learner-Generated Summaries in Tutorial Courseware.

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Bibliographic Details
Title: Learner-Generated Summaries in Tutorial Courseware.
Language: English
Authors: Harris, Bruce R.
Peer Reviewed: N
Page Count: 25
Publication Date: 1991
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Cognitive Processes, Computer Assisted Instruction, Courseware, Higher Education, Instructional Effectiveness, Interactive Video, Intermode Differences, Man Machine Systems, Microcomputers, Pretests Posttests, Prior Learning, Programed Tutoring, Thinking Skills
Abstract: The purpose of this study was to examine the effects of replacing multiple-choice and short-answer questions in programmed tutorial courseware practice interactions with learner-generated summaries on three types of verbal information learning outcomes. The study was designed to empirically investigate the claim that the level of mental processing is increased when students use prior learning to create new knowledge. Sixty-nine students participated in an interactive videodisc tutorial on biology. Data were analyzed using a pretest-posttest comparative group design. Results indicated that students in the learner-generated summaries group took more time to complete the task, yet scored lower on short-answer and multiple-choice tests than students in the multiple-choice and short-answer groups. It is concluded that replacing short-answer and multiple-choice questions in computer assisted instructional tutorials with generative processes such as learner-generated summaries does not facilitate learning outcomes. (88 references) (DB)
Entry Date: 1992
Accession Number: ED336078
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED336078
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PubType: Report
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  Group: Ti
  Data: Learner-Generated Summaries in Tutorial Courseware.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Harris%2C+Bruce+R%2E%22">Harris, Bruce R.</searchLink>
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  Data: N
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  Label: Page Count
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  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1991
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Courseware%22">Courseware</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Interactive+Video%22">Interactive Video</searchLink><br /><searchLink fieldCode="DE" term="%22Intermode+Differences%22">Intermode Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Man+Machine+Systems%22">Man Machine Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Microcomputers%22">Microcomputers</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Programed+Tutoring%22">Programed Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to examine the effects of replacing multiple-choice and short-answer questions in programmed tutorial courseware practice interactions with learner-generated summaries on three types of verbal information learning outcomes. The study was designed to empirically investigate the claim that the level of mental processing is increased when students use prior learning to create new knowledge. Sixty-nine students participated in an interactive videodisc tutorial on biology. Data were analyzed using a pretest-posttest comparative group design. Results indicated that students in the learner-generated summaries group took more time to complete the task, yet scored lower on short-answer and multiple-choice tests than students in the multiple-choice and short-answer groups. It is concluded that replacing short-answer and multiple-choice questions in computer assisted instructional tutorials with generative processes such as learner-generated summaries does not facilitate learning outcomes. (88 references) (DB)
– Name: DateEntry
  Label: Entry Date
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  Data: 1992
– Name: AN
  Label: Accession Number
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  Data: ED336078
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Courseware
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Interactive Video
        Type: general
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: Man Machine Systems
        Type: general
      – SubjectFull: Microcomputers
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Programed Tutoring
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
    Titles:
      – TitleFull: Learner-Generated Summaries in Tutorial Courseware.
        Type: main
  BibRelationships:
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          Name:
            NameFull: Harris, Bruce R.
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1991
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