Design Considerations for Embedding Summary Writing Activities in CBI: Analysis of the Research.Report as inadecuate




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Summary writing is considered to be one of the power generative learning strategies. However, there is insufficient research to guide the design of summary writing activities in computer-based instruction (CBI). Examination of summary research suggests that variables such as learner characteristics, task condition, and presentation features influence the effectiveness of summary writing in promoting meaningful learning. This paper attempts to identify research issues as well as design guidelines for embedding summary writing activities in CBI in these three areas. Learner variables to consider in designing summary writing activities in CBI include prior knowledge, and age and metacognition. Task conditions include: availability of the lesson content while summarizing; frequency of summarizing; type of summary required; and presentation feature manipulations. Nine instructional design recommendations are made, focusing primarily on designing the summary writing activities to accommodate learner characteristics to reduce unnecessary demands on the learner while using summarization as a learning tool. It is proposed that further study examines the impact of highlighting information on the effectiveness of summary writing activities. Research in this area can provide insights into the mental processes of summarizing as well as useful guidelines for instructional designers in designing effective activities. (Contains 31 references.) (MAS)

Descriptors: Computer Assisted Instruction, Instructional Design, Learning Strategies, Student Characteristics, Writing Exercises, Writing Skills











Author: Tsai, Benhong Rosaline

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12537&id=ED383344







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