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ERIC Number: EJ1018240
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1544-0389
Effect of Instructor-Provided Concept Maps and Self-Directed Learning Ability on Students' Online Hypermedia Learning Performance
Chou, Pao-Nan
Journal of College Teaching & Learning, v10 n4 p223-234 2013
The purpose of this experimental study was to explore the instructional effectiveness of integrating varied instructor-provided concept maps into an online hypertext learning environment, and the effect of learners' self-directed learning abilities on their learning performance. The research adopted a randomized posttest with two-control-group design. Two major instructional treatments were traditional and interactive concept maps embedded in the online hypertext material. One hundred twenty-six undergraduate students from a public university in the U.S. participated in the study. Student participants were segregated into two levels of self-directed learning groups. Three criterion tests, including identification, terminology, and comprehension tests, were used to measure students' learning performance. Results indicated that (a) the interactive concept map was superior to the traditional concept map in facilitating students' knowledge acquisition, (b) students' self-directed learning abilities did not influence their learning performance, and (c) the concept mapping strategy did not increase students' self-directed learning abilities.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Self Directed Learning Readiness Scale