dr jon loose {[email protected]} heythrop college, university of london
DESCRIPTION
Dr Jon Loose {[email protected]} Heythrop College, University of London Kensington Square, London W8 5HQ. Effective Technology for Effective Reading: Innovative use of hyperlinks in online readings for low prior knowledge learners. MOTIVATION. - PowerPoint PPT PresentationTRANSCRIPT
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
Effective Technology for Effective Effective Technology for Effective Reading: Innovative use of hyperlinks Reading: Innovative use of hyperlinks in online readings for low prior in online readings for low prior knowledge learnersknowledge learners
Dr Jon Loose {[email protected]}Heythrop College, University of LondonKensington Square, London W8 5HQ
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
MOTIVATIONMOTIVATION
To consider how hyperlinked text might be best used in learning resources to provide an effective experience of reading and learning for level 1 undergraduates.
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
IntroductionIntroduction1. LINKS: “It’s all in the link” (Carusi, 2006)– Benefits & risks of hypertext
2. LEARNERS: Prior knowledge (Shapiro, 2008)– Metacognition & scaffolding.
3. LOOKBACK: Reading Styles & Comprehension (Hyönä & Nurminen, 2006)
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
1. LINKS: Benefits & Risks1. LINKS: Benefits & Risks
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
1. LINKS: Benefits & Risks1. LINKS: Benefits & Risks
“...The non-linear structure of the information ... is considered particularly beneficial to learning. This idea is grounded in the extensive contemporary research on instruction and learning, which generally conceptualizes learning as an active, constructive process of building up and changing mental structures (for example, Jonassen, 1991).” (Müller-Kalthoff & Möller, 2006, p. 184)
“...The non-linear structure of the information ... is considered particularly beneficial to learning. This idea is grounded in the extensive contemporary research on instruction and learning, which generally conceptualizes learning as an active, constructive process of building up and changing mental structures (for example, Jonassen, 1991).” (Müller-Kalthoff & Möller, 2006, p. 184)
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
1. LINKS: Benefits & Risks1. LINKS: Benefits & Risks
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
1. LINKS: Benefits & Risks1. LINKS: Benefits & Risks
“... difficulties fall into two basic categories: problems of disorientation (being lost in hyperspace) and cognitive overload. Both make it difficult to concentrate on the context of a text and thus inhibit deeper-level information processing.” (Müller-Kalthoff & Möller, 2006, p. 184)
“... difficulties fall into two basic categories: problems of disorientation (being lost in hyperspace) and cognitive overload. Both make it difficult to concentrate on the context of a text and thus inhibit deeper-level information processing.” (Müller-Kalthoff & Möller, 2006, p. 184)
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
1. LINKS: Benefits & Risks1. LINKS: Benefits & Risks
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
2 - LEARNERS & Prior Knowledge2 - LEARNERS & Prior Knowledge
“Roughly speaking, the more guidance and control hypertexts supply the closer they are to traditional book forms.” (Carusi, 2006, p. 164).
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
3 - LOOKBACK: Four Reading Styles3 - LOOKBACK: Four Reading Styles
(Hyönä & Nurminen, 2006; Hyönä, Lorch, & Kaakinen, 2002)
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
Initial Question:Initial Question:
Can a limited use of hyperlinks help ‘low prior knowledge’ learners to look back strategically in text, to reduce disorientation, and to improve comprehension?
Can a limited use of hyperlinks help ‘low prior knowledge’ learners to look back strategically in text, to reduce disorientation, and to improve comprehension?
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
...developing the question...developing the question• Qualitative Pilot Study:
– Online reading: Participants read material online with limited navigation between pages and to/from section summaries.
– Semi-structured interviews: explored the experience of reading the material, and also experience of research online.
– Striking result: Extensive and highly elaborated descriptions of disorientation when working online.
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
...focusing the question...focusing the question
Are low prior knowledge learners with different reading styles likely to experience different levels of confusion in undertaking research on the internet?
Are low prior knowledge learners with different reading styles likely to experience different levels of confusion in undertaking research on the internet?
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
MethodMethod
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
Results: Cluster AnalysisResults: Cluster AnalysisType of Reader Characterised as...
Fast linear readers (29%)
...not engaging in either rereading or lookback activities. Whilst there is not a total absence of rereading words or sentences, the dominant feature of this group is the absence of any characteristic rereading or lookback to larger sections.
*Structured lookback readers(28%)
...very concerned to look back over structurally important parts of the text. Whilst rereading of words, sentences or larger sections is minimal, they are very likely to look back to headings and initial sentences. (equivalent to Hyona and Nurminen’s ‘Topic Structure Processors’).
Minimally reflective readers (25%)
...engaging in a little rereading, and a little structured lookback. Whilst they won’t reread single words or sentences, larger sections may be reread if necessary, and there may be some look back to headings.
Rereading readers (17%)
...very likely to reread sentences and sections (though not individual words), but are most unlikely to look back in a structured way. The inverse style of the ‘Structured lookback readers’, although structured lookback readers are more likely to engage in rereading than rereading readers are to engage in lookback.
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
Results: Group DifferencesResults: Group Differences
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
Results: Group DifferencesResults: Group Differences
Learners with a minimally reflective reading style experience less confusion in internet research compared with either structured lookback readers or rereading readers.
Learners with a minimally reflective reading style experience less confusion in internet research compared with either structured lookback readers or rereading readers.
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
Tentative Conclusions:Tentative Conclusions:• The best readers may not be the best
researchers in a non-linear hypertext environment.– Those who strategically reread or look back in
‘linear’ texts comprehend those texts better.– Those who thoughtfully skim written material
experience less confusion when researching online.
• All readers need advice on the best way to benefit from materials of different kinds.
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
Tentative Conclusions:Tentative Conclusions:• The best readers may not be the best
researchers in a non-linear hypertext environment.– Those who strategically reread or look back in
texts comprehend those texts better.– Those who thoughtfully skim written material
experience less confusion when researching online.
• All readers need advice on the best way to benefit from materials of different kinds.
Learning materials are likely to be most effective if they contain both highly interlinked material and linear texts in which links are sparse or absent.
Learning materials are likely to be most effective if they contain both highly interlinked material and linear texts in which links are sparse or absent.
Reading Style & Internet Research ProblemsJon Loose, Heythrop College, University of London
ReferencesReferences• Carusi, A. (2006). Textual Practitioners: A Comparison of Hypertext Theory and Carusi, A. (2006). Textual Practitioners: A Comparison of Hypertext Theory and
Phenomenology of Reading. Phenomenology of Reading. Arts and Humanities in Higher EducationArts and Humanities in Higher Education , 5, 5 (2). (2).• Hyönä, J., & Nurminen, A. (2006). Do adult readers know how they read? Hyönä, J., & Nurminen, A. (2006). Do adult readers know how they read?
Evidence from eye movement patterns and verbal reports. Evidence from eye movement patterns and verbal reports. British Journal of British Journal of PsychologyPsychology , 97, 97..
• Lee, M. (2005). Expanding hypertext: Does it address disorientation? Depends Lee, M. (2005). Expanding hypertext: Does it address disorientation? Depends on individuals' adventurousness. on individuals' adventurousness. Journal of Computer-Mediated Journal of Computer-Mediated CommunicationCommunication , 10, 10 (3). (3).
• Mayer. (2001). Mayer. (2001). Multimedia Learning.Multimedia Learning. Cambridge: Cambridge University Press. Cambridge: Cambridge University Press.• McDonald, S., & Stevenson, R. J. (1998). Effects of text structure and prior McDonald, S., & Stevenson, R. J. (1998). Effects of text structure and prior
knowledge of the learner on navigation in hypertext. knowledge of the learner on navigation in hypertext. Human FactorsHuman Factors..• Müller-Kalthoff, T., & Möller, J. (2006). Browsing while reading: effects of Müller-Kalthoff, T., & Möller, J. (2006). Browsing while reading: effects of
instructional design and learners' prior knowledge. instructional design and learners' prior knowledge. ALT-JALT-J . .• Shapiro, A. M. (2008). Hypermedia design as learner scaffolding. Shapiro, A. M. (2008). Hypermedia design as learner scaffolding. Education Education
Technology Research DevelopmentTechnology Research Development..• Shin, E. C., Schallert, D. L., & Savenye, W. C. (1994). Effects of learner control Shin, E. C., Schallert, D. L., & Savenye, W. C. (1994). Effects of learner control
advisement, and prior knowledge on yog students’ learning in a hypertext advisement, and prior knowledge on yog students’ learning in a hypertext environment. environment. Educational Technology Research and Development.Educational Technology Research and Development.