The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment
Abstract
Inert knowledge is typically produced in learning environments that simplify content and context. Several theories and methods exist to establish learning environments that overcome the negative effects of inert knowledge. This study examined the effects of combining three instructional approaches on knowledge acquisition by advanced learners in a computer-based learning environment. This study used a 2 X 2 experimental design. The two independent variables were program version and method of instruction. Two qualitatively different computer programs were used: a base program developed according to cognitive flexibility theory (CFT) and a generative program containing embedded generative learning strategies (explanation and summary cues). Students completed these programs either individually or collaboratively. One hundred and thirty-two second-year medical students participated in the study. The two treatment variables were randomly assigned to the students. Students received computer diskettes that permitted access to the computer module, "Handling Transfusion Hazards," and were given instructions on how, when, and where to complete the program. The computer program consisted of an orientation section, a pretest, a learning phase, and a posttest. The pretest and posttest consisted of the same three clinical transfusion cases; the learning phase contained six cases. One hundred and one students were included in the final analysis. Analysis of covariance was used to test for the presence of main effects or an interaction. The ANCOVA yielded a significant main effect (p=.008) on posttest performance for the version of program treatment variable. No significant differences in achievement were found for method of instruction, nor was an interaction present between the two treatment variables. This research suggests that advanced learners did not benefit equally from the two computer programs.
Document Details
- Document Type
- Technical Report
- Publication Date
- Aug 07, 1998
- Accession Number
- ADA350892
Entities
People
- John R. Higgs Jr.
Organizations
- University of Colorado Boulder