Schemas, presentation and retention of information: Three studies in the MOOC context

Esquemas, presentación y retención de información. Tres estudios en el contexto de los MOOC

Rawad Chaker ()
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Rawad Chaker: ECP - Education, Cultures, Politiques - UL2 - Université Lumière - Lyon 2 - UJM - Université Jean Monnet - Saint-Étienne

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Abstract: This article proposes to establish a taxonomy of schemas from the fields of psychology of education and semiotics. We chose the MOOCs as a field of study as they represent today one of the many modalities of access to information. The latter requires internet-learners capacities to hierarchize it according to its relevance, as well as retention abilities. At the end of our first study, which consists in systematically identifying the schemas inside 50 MOOCs, we identify two different natures of contents represented by the schemas (descriptive and prescriptive) as well as two different types of graphic arrangement of the conveyed information (sequenced scheduling and content plan). Our 2nd study, conducted among content developers for the MOOC CerticeScol, confirms this taxonomy. Finally, an experiment conducted among students in a Teachers' School (N = 62) reveals that the sequenced scheduling schema type allow better retention of information than the content plan type (p = .024, η2p = .081).

Date: 2019-03-11
Note: View the original document on HAL open archive server: https://hal.science/hal-02448291
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Published in Distances et Médiations des Savoirs, 2019, ⟨10.4000/dms.3326⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-02448291

DOI: 10.4000/dms.3326

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