| Autor: |
Debora I. Burin, Natalia Irrazabal, Irene Injoque Ricle, Gaston Saux, Juan Pablo Barreyro |
| Jazyk: |
angličtina |
| Rok vydání: |
2018 |
| Předmět: |
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| Zdroj: |
International Journal of Educational Technology in Higher Education, Vol 15, Iss 1, Pp 1-16 (2018) |
| Druh dokumentu: |
article |
| ISSN: |
2365-9440 |
| DOI: |
10.1186/s41239-018-0099-9 |
| Popis: |
Abstract We examined the contribution of Internet operational and navigation skills, previous knowledge, and working memory capacity to expository text comprehension as a lesson within an e-learning course. As different from previous studies in controlled settings; this study addressed students’ typical behavior in more ecological conditions. The first study tested self-reported Internet Skills Scale structure, reliability and concurrent validity, in a sample of 254 college students from a large Latin American public university. The second study addressed the contribution of self-reported Internet skills, previous domain knowledge, and working memory capacity to text comprehension in e-learning. Students (n = 125) read high or low previous knowledge expository science texts and answered questions about them, in an e-learning course specifically designed for research purposes, accessed remotely. They also completed working memory tests. Working memory and navigation were significantly associated with text comprehension: higher working memory, and lower scores in self-reported navigation behavior, led to better comprehension. These results have implications for instructional design and reading strategies interventions. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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