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ERIC Number: ED329938
Record Type: RIE
Publication Date: 1991-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
A Framework for the Contextual Analysis of Computer-Based Learning Environments. Technical Report No. 527.
Jacobson, Michael J.; Spiro, Rand J.
Addressing the need for a framework to distinguish the conditions under which different types of educational computing environments are productive, this paper proposes a cognitively based Contextual Analysis Framework consisting of two primary elements: (1) conceptual characteristics of the knowledge domain being learned, including the complexity of the concepts and tasks and the degree of orderly and regular conceptual structure of the knowledge domain; and (2) stage of learning (novice, advanced) of the learner within the knowledge domain. The paper analyzes the characteristics of different types of computer-based learning environments (such as computer-based drill, intelligent tutoring systems, hypertext) in terms of the Contextual Analysis Framework. The paper argues that the failure to consider important contextual elements of learning related to conceptual characteristics of the domain and the stage of the learner could result in otherwise well-designed instructional computing technologies being used in inappropriate learning situations. (Eight footnotes are included; 40 references are attached.) (RS)
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Knowledge Acquisition
Note: Funded in part by the Army Research Institute Office of Basic Research.