The Relationship between Hypermedia Producers' Preferred Learning Styles and the Motivational Aspects of Their Productions
The Relationship between Hypermedia Producers' Preferred Learning Styles and the Motivational Aspects of Their Productions
复制标题
超媒体制作人偏好的学习方式与其制作动机之间的关系
DOI：
10.2307/40324326
复制
发表时间：
2006
影响因子：
--
通讯作者：
C. Carson
中科院分区：
文献类型：
--
作者：
C. Carson
Kolb学习风格量表和ARCS评价量表（ARCSES），这是基于凯勒的ARCS模型的教学动机，被用来调查人们喜欢的学习方式与超媒体生产者将动机策略纳入其生产的有效性之间的关系。两项研究的结果（第二个复制的第一个）表明，生产者与某些首选的学习风格（administrators）往往是更有效地生产动机的互动超媒体，而生产者与其他首选的风格（同化，发散，收敛）是不是有效的。图书馆员和信息专家一直在向用户和同事传授知识，这是他们日常活动的一部分。图书馆员和信息专家的作用越来越多地转移了重点，从为用户查找信息到教他们如何自己找到信息。随着信息服务中使用的技术不断变化，图书馆员和信息专家必须向同事介绍该领域的创新。重要的是，我们领域的专业人员认识到教学，学习和教学理论和模型，以便他们能够更有效地为他人提供必要的概念，原则和程序，以便在信息社会中发挥作用。教学设计关注的是对教学方法的理解、改进和应用。作为教师和教学开发人员所做的专业活动，它是决定什么样的教学方法是最好的过程，为学生的知识和技能带来所需的变化，在特定的课程内容和特定的学生population.1研究生在三个不同的部分，在图书馆和信息服务的教学技术课程参加了这项研究。参与这项研究的所有学生都使用交互式超媒体制作教学材料，作为课程要求的一部分。在每一个部分，他们被要求应用教学，学习和教学理论原则，以产生最佳的教学材料。在两个部分的学生被要求评估的学生在第一部分的产品，使用本研究设计的评价工具。因此，他们在数据收集方面获得了实践经验;一个生动的，个人的例子，说明如何将理论应用于实践;并有机会反思自己的认知风格将如何影响他们的教学。这项研究的目的是要看看人们喜欢的学习方式之间的关系有任何关系的超媒体生产者将动机策略在他们的产品。本研究使用了Kolb的学习风格量表和Keller的ARCS模型。2，3，4，5教学设计理论Reigeluth解释说，有两种教学设计组织策略：微观策略，这是“根据单一想法组织教学的基本方法（即，单一的概念、原则等），和宏观策略，这是“基本的方法，用于组织那些与一个以上的想法有关的教学方面，如排序，综合和总结（预览和审查）所教授的想法。6研究中的受试者还被引入了成分显示理论（CDT），该理论只涉及微观层面的策略。7 - 8 CDT只涉及与教授单一思想有关的教学方面。像大多数教学设计理论一样，它是由基于目标或目的规定的模型组成的。在CDT中，目标分为两个维度：内容类型（事实、概念、原则和程序）和内容的期望性能级别（记住、使用或找到）。…
The Kolb Learning Style Inventory and the ARCS Evaluation Scale (ARCSES), which is based on Keller's ARCS Model for instructional motivation, were used to investigate relationships between the way people prefer to learn with the effectiveness with which producers of hypermedia incorporate motivational strategies in their productions. The results of two studies (the second a replication of the first) indicate that producers with certain preferred learning styles (accommodators) tend to be more effective at producing motivational interactive hypermedia whereas producers with other preferred styles (assimilators, divergers, and convergers) are not as effective. Introduction Librarians and information specialists are consistently teaching users and colleagues as part of their daily activities. The role of librarians and information specialists has increasingly shifted focus, from locating the information for users to teaching them how to find the information themselves. With the ever-changing technologies now used in information services, librarians and information specialists have to teach colleagues about innovations in the field. It is important that professionals in our field are cognizant of teaching, learning, and instructional theories and models so they can be more effective and efficient in providing others with the necessary concepts, principles and procedures to function well in the information society. Instructional design is concerned with understanding, improving, and applying methods of instruction. As a professional activity done by teachers and instructional developers, it is the process of deciding what methods of instruction are best for bringing about desired changes in student knowledge and skills in specific course content and a specific student population.1 Graduate students in three different sections of a course in instructional technology for library and information services participated in this study. All students involved in this study produced instructional materials using interactive hypermedia as part of the requirements for the course. In each section they were required to apply teaching, learning, and instructional theory principles to produce optimal instructional materials. The students in two of the sections were asked to evaluate the productions of the students in the first section, using an evaluation instrument designed for this study. Thus they received hands-on experience in data collection; a vivid, personal example of how theory may be applied to practice; and the opportunity to reflect on how their own cognitive styles will affect their teaching. The purpose of this research is to see if relationships between the way people prefer to learn has any relationship with the way producers of hypermedia incorporate motivational strategies in their productions. Kolb's Learning Style Inventory and Keller's ARCS Model were used in this investigation.2, 3 4, 5 Instructional Design Theory Reigeluth explains that there are two kinds of instructional design organizational strategies: micro strategies, which are "elemental methods for organizing the instruction on a single idea (i.e., a single concept, principle, etc.)," and macro strategies, which are "elemental methods for organizing those aspects of instruction that relate to more than one idea, such as sequencing, synthesizing, and summarizing (previewing and reviewing) the ideas that are taught."6 Subjects in the study were also introduced to the Component Display Theory (CDT), which deals only with micro-level strategies.7- 8 The CDT is concerned only with aspects of instruction that relate to teaching a single idea. Like most instructional design theories, it is made of models that are prescribed on the basis of goals or objectives. Objectives are classified on two dimensions in the CDT: type of content (facts, concepts, principles, and procedures) and the desired level of performance for the content (remember, use, or find). …