Identifying Effective Knowledge Building Activities for Learning Computer Software.
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| Title: | Identifying Effective Knowledge Building Activities for Learning Computer Software. |
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| Language: | English |
| Authors: | Kay, Robin H. |
| Peer Reviewed: | N |
| Page Count: | 9 |
| Publication Date: | 1995 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Adult Education, Cognitive Style, Computer Software, Epistemology, Foreign Countries, Learning Processes, Protocol Analysis, Spreadsheets |
| Abstract: | This paper details a study of knowledge-building activities in the domain of computer software. Thirty-six adults--evenly split among beginning, intermediate, and advanced knowledge levels--were videotaped while they attempted to learn a common spreadsheet package. Subjects were asked to think aloud while learning. Each knowledge building activity was given a score based on how much was learned and how much time was gained or lost. Tabulations revealed that directed search, trial and error, and careful observation had the strongest impact on learning; pace of learning and systematic testing had a more moderate effect. From these results, a list is drawn of suggestions for educators who are trying to learn software, including making searches for help more focused instead of wasting time with frantic random keystrokes. Three tables summarize the data. (Contains 18 references.) (BEW) |
| Entry Date: | 1996 |
| Accession Number: | ED392421 |
| Database: | ERIC |
| Abstract: | This paper details a study of knowledge-building activities in the domain of computer software. Thirty-six adults--evenly split among beginning, intermediate, and advanced knowledge levels--were videotaped while they attempted to learn a common spreadsheet package. Subjects were asked to think aloud while learning. Each knowledge building activity was given a score based on how much was learned and how much time was gained or lost. Tabulations revealed that directed search, trial and error, and careful observation had the strongest impact on learning; pace of learning and systematic testing had a more moderate effect. From these results, a list is drawn of suggestions for educators who are trying to learn software, including making searches for help more focused instead of wasting time with frantic random keystrokes. Three tables summarize the data. (Contains 18 references.) (BEW) |
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