Co-presence Of Text - Revision history

Koedinger: /* Theoretical rationale */

2008-04-22T09:03:32Z

Theoretical rationale

← Older revision		Revision as of 09:03, 22 April 2008
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	===In vivo experiment support===		===In vivo experiment support===
	==Theoretical rationale==		==Theoretical rationale==
	Presenting multiple textual sources simultaneously is meant to encourage [[coordination]] processes. In Kintsch's prominent model of reading comprehension, when the multiple windows involve the same document, they would facilitate bridging inferences, strengthening the reader's textbase. If the windows present separate documents, the reader would be more likely to strengthen their situation model, creating more robust learning.		Presenting multiple textual sources simultaneously is meant to encourage [[coordination]] processes. In Kintsch's (1994) prominent model of reading comprehension, when the multiple windows involve the same document, they would facilitate bridging inferences, strengthening the reader's textbase. If the windows present separate documents, the reader would be more likely to strengthen their situation model, creating more robust learning.

	==Conditions of application==		==Conditions of application==
	This research is focused on presentation of learning materials of a mostly textual nature.		This research is focused on presentation of learning materials of a mostly textual nature.

Abauer at 19:17, 30 March 2008

2008-03-30T19:17:54Z

← Older revision		Revision as of 19:17, 30 March 2008
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	===Operational definition===		===Operational definition===
			When students are referring to multiple textual sources, they will show increased [[long-term retention]] when these sources are presented simultaneously than when they are presented individually.
	===Examples===		===Examples===
			Bauer and Koedinger are currently conducting [[Note-Taking:_Coordination\|a study]] to evaluate whether the presence of a notepad showing students' notes from previous pages facilitates [[robust learning]].
	==Experimental support==		==Experimental support==
	===Laboratory experiment support===		===Laboratory experiment support===
	Wiley found that students who were presented with an interface that required the simultaneous viewing of texts performed better on essays than students who read documents individually. Interestingly, when given the choice, students preferred to view documents individually.		Wiley found that students who were presented with an interface that required the simultaneous viewing of texts performed better on essays than students who read documents individually. Interestingly, when given the choice, students preferred to view documents individually.

	Bauer and Koedinger are currently conducting [[Note-Taking:_Coordination\|a study]] to evaluate whether the presence of a notepad showing students' notes from previous pages facilitates [[robust learning]].

	===In vivo experiment support===		===In vivo experiment support===
	==Theoretical rationale==		==Theoretical rationale==

Abauer: New page: ==Brief statement of principle== Learning from multiple related textual sources will be more robust when textual materials are presented simultaneously, allowing students to easily coordin...

2008-03-30T19:15:27Z

New page: ==Brief statement of principle== Learning from multiple related textual sources will be more robust when textual materials are presented simultaneously, allowing students to easily coordin...

New page

==Brief statement of principle==
Learning from multiple related textual sources will be more robust when textual materials are presented simultaneously, allowing students to easily coordinate the sources.
==Description of principle==
This principle regards how to present students with multiple textual materials that regard the same topic. Simultaneous availability of the materials facilitates the creation of strong links between related [[knowledge components]]. It may also result in students spending more time with individual [[knowledge components]], reading them multiple times.

===Operational definition===
===Examples===
==Experimental support==
===Laboratory experiment support===
Wiley found that students who were presented with an interface that required the simultaneous viewing of texts performed better on essays than students who read documents individually. Interestingly, when given the choice, students preferred to view documents individually.

Bauer and Koedinger are currently conducting [[Note-Taking:_Coordination|a study]] to evaluate whether the presence of a notepad showing students' notes from previous pages facilitates [[robust learning]].

===In vivo experiment support===
==Theoretical rationale==
Presenting multiple textual sources simultaneously is meant to encourage [[coordination]] processes. In Kintsch's prominent model of reading comprehension, when the multiple windows involve the same document, they would facilitate bridging inferences, strengthening the reader's textbase. If the windows present separate documents, the reader would be more likely to strengthen their situation model, creating more robust learning.
==Conditions of application==
This research is focused on presentation of learning materials of a mostly textual nature.
==Caveats, limitations, open issues, or dissenting views==
* As of yet, empirical studies are limited to the presentation of two documents simultaneously. It is apparent that interface restrictions could make more documents intractable.
==Variations (descendants)==
==Generalizations (ascendants)==
==References==
* Kintsch, W., Text Comprehension, Memory, and Learning American Psychologist, 1994, 49(4), 294-303
* Wiley, J. (2001) Supporting understanding through task and browser design. Proceedings of the Twenty-third annual Conference of the Cognitive Science Society, (pp. 1136-1143). Hillsdale, NJ: Erlbaum.
[[Category:Glossary]]
[[Category:Instructional Principle]]