Does the Format of Pretraining Matter?: A Study on the Effects of Different Pretraining Approaches on Prior Knowledge Construction in an Online Learning Environment

Robert Z. Zheng, Udita Gupta and Aaron Dewald
Additional contact information
Robert Z. Zheng: University of Utah, USA
Udita Gupta: University of Utah, USA
Aaron Dewald: University of Utah, USA

International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 2012, vol. 2, issue 2, 35-47

Abstract: The current study investigated an important issue pertinent to pretraining and prior knowledge construction. It examined whether different formats of pretraining, namely, concept map and two-phase, isolated-interactive elements learning would influence the way prior knowledge was constructed. In addition, it looked into the influence of spatial ability on pretraining and prior knowledge construction. Results showed that spatial ability did not play a significant role in learners’ prior knowledge construction. The findings suggest that effective learning is marked by a relevant existing prior knowledge (i.e., schema). The successful construction of the relevant prior knowledge, irrespective of the format, is what makes learning meaningful and effective.

Date: 2012
References: Add references at CitEc
Citations:

Downloads: (external link)
https://services.igi-global.com/resolvedoi/resolve ... 18/ijcbpl.2012040103 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:igg:jcbpl0:v:2:y:2012:i:2:p:35-47

Access Statistics for this article

International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) is currently edited by Nadia Mansour Bouzaida

More articles in International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) from IGI Global
Bibliographic data for series maintained by Journal Editor ().