Date of Award

Fall 2016

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

STEM Education & Professional Studies

Committee Director

Jill Stefaniak

Committee Member

Cherng-Jyh Yen

Committee Member

John Baaki

Abstract

The purpose of this study was to investigate the effects of instructor-created elaborations, learner-created elaborations and adjunct questions on learning outcomes in an asynchronous learning environment, using pre-recorded video. The study also investigated the effects of instructor-created elaborations, learner-created elaborations, or adjunct questions on perceived cognitive load. The effect of learning strategy on quality of elaboration was also investigated. Results showed no significant difference in learning outcomes or cognitive load or quality of elaboration, but a post-hoc analysis revealed a significant difference in intrinsic cognitive load for students who used generative strategies while having no gain in learning outcomes.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/khwj-gt89

ISBN

9781369555561

ORCID

0000-0003-0567-1703

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