NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ784533
Record Type: Journal
Publication Date: 2008-Apr
Pages: 15
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Exploring Differences between Gifted and Grade-Level Students' Use of Self-Regulatory Learning Processes with Hypermedia
Greene, Jeffrey A.; Moos, Daniel C.; Azevedo, Roger; Winters, Fielding I.
Computers & Education, v50 n3 p1069-1083 Apr 2008
Research involving gifted and grade-level students has shown that they display differences in their knowledge of self-regulatory strategies. However, little research exists regarding whether these students differ in their actual use of these strategies. This study aimed to address this question by examining think-aloud data collected from 98 gifted and grade-level students engaging in a complex learning task: utilizing a hypermedia environment to learn about the circulatory system. We also examined both declarative knowledge and mental model measures of learning to determine whether these groups differed in their actual performance. Our results show that gifted students did outperform grade-level students in all outcome measures. In addition, gifted students more often utilized more sophisticated self-regulatory strategies (e.g. coordinating informational sources) than grade-level students. Grade-level students were more likely to use less effective strategies that are less likely to promote the acquisition of knowledge (e.g. mnemonics). Recommendations for future intervention studies are based upon these findings.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A