UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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    Learning with hypermedia: Examining cognitive, motivational, and contextual factors
    (2007-04-17) Moos, Daniel Charles; Azevedo, Roger; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Think-aloud, pretest, posttest, and self-efficacy data collected from 85 undergraduates were used to examine factors related to learning with hypermedia. Participants, randomly assigned to either the No Scaffolding (NS) condition or Conceptual Scaffolding (CS) condition, were given 30 minutes to learn about the circulatory system with hypermedia. Participants in the NS condition received an overall learning goal during the hypermedia learning task, while participants in the CS condition received five guiding questions in addition to the same overall learning goal during the hypermedia learning task. There are four findings from this study. First, results from the pretest and posttest indicated that prior domain knowledge significantly predicted both declarative and conceptual knowledge learning outcomes with hypermedia. Second, results from the self-report self-efficacy questionnaire indicated that while self-efficacy significantly fluctuated during learning, the provision of conceptual scaffolds was not related to this fluctuation. Third, results from a think-aloud protocol indicated that self-efficacy significantly predicted monitoring and planning processes, but not strategy use during the hypermedia learning task. Fourth, results from a think-aloud protocol also indicated that self-regulatory processes (particularly processes related to monitoring) significantly predicted conceptual and declarative learning outcomes. Educational and scientific implications are discussed.
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    The Role of Goal Structure in Undergraduates' Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks
    (2004-11-17) moos, daniel Charles; Byrnes, James P; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Think-aloud and posttest data was collected from 64 undergraduates to examine whether they use a different proportion of self-regulated learning (SRL) variables in two related learning tasks about science topics while using a hypermedia environment. We also manipulated the goal structure of the two learning tasks in order to explore whether goal structure of a learning task is related to the use of SRL variables. Participants were randomly assigned to 1 of 3 conditions [mastery goal structure, performance-approach goal structure, or performance-avoidance goal structure] and participated in two 20 minute learning tasks in which they learned about the circulatory and respiratory system. Results indicate that while a mastery goal structure and a performance-approach goal structure are related to undergraduates' use of a similar proportion of SRL variables in two related learning tasks, a performance-avoidance goal structure is related to undergraduate's use of a different proportion of SRL variables, specifically planning.