Pojdi na slovensko stran članka / Go to the article page in Slovene
The effect of the teacher's instructions on the academic achievement of high school students in learning with e-textbooks
Anja Poznič & Sonja Pečjak
Full text (pdf) | Views: 199 | Written in Slovene. | Published: December 14, 2017
https://doi.org/10.20419/2017.26.474 | Cited By: CrossRef (0)
Abstract: E-education, e-learning and e-textbooks are concepts associated with modern education. Interactive e-textbooks represent a learning resource from which students can learn effectively. Even though contemporary students are skilful with technology in general, that does not mean they are skilful with technology based learning and may need guidance with such learning activities. In our research, we conducted an experiment in order to test the impact of teacher’s instructions on the academic achievements of high school students in learning with interactive e-textbooks. The study involved 83 high school students in their first year. There were 45 students in the experimental group (EG) and 38 students in the control group (CG). The students from the EG who have received teacher’s instructions on how to use multimedia and interactive elements of the e-textbook were more successful at learning than the students from the CG who did not get such instructions. Students of the EG perceived themselves as more competent and they used multimedia and interactive elements of a textbook more often than their peers from the CG. The results showed that students’ independent learning from e-textbooks can be more successful if the teacher provides clear instructions on how to use them.
Keywords: electronic textbooks, teacher’s instructions, students, academic achievement
Cite:
Poznič, A., & Pečjak, S. (2017). Vpliv učiteljevih navodil na učno uspešnost dijakov pri učenju z e-učbeniki [The effect of the teacher's instructions on the academic achievement of high school students in learning with e-textbooks]. Psihološka obzorja, 26, 101–110. https://doi.org/10.20419/2017.26.474
Reference list
Anderson, L.W., & Krathwohl, D. R. (ur.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Boston, MA, ZDA: Allyn and Bacon.
Anderson, T., Rourke, L., Garrison, R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17.
Ballera, M., Lukandu, I. A., & Radwan, A. (2014). Improving learning throughput in e-learning using interactive-cognitive based assessment. The International Journal of E-Learning and Educational Technologies in the Digital Media, 1(1), 32–49. CrossRef
Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ, ZDA: Prentice Hall.
Belland, B. R. (2017). Instructional scaffolding in STEM education: Strategies and efficacy evidence. Pridobljeno s https://link.springer.com/content/pdf/10.1007%2F978-3-319-02565-0.pdf CrossRef
Berg, S. A., Hoffmann, K., & Dawson, D. (2010). Not on the same page: Undergraduates' information retrieval in electronic and print books. The Journal of Academic Librarianship, 36(6), 518–525. CrossRef
Cakir, R., & Solak, E. (2014). Exploring the factors influencing e-learning of Turkish EFL learners through TAM. The Turkish Online Journal of Educational Technology, 13(3), 79–87.
Cho, M. H., & Summers, J. (2012). Factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in Asynchronous Online Learning Environments (AOLE). Journal of Interactive Learning Research, 23(1), 5–28.
Costley, J., & Lange, C. (2016). The effects of instructor control of online learning environments on satisfaction and perceived learning. The Electronic Journal of e-Learning, 14(3), 169–180.
Costley, J., & Lange, C. (2017). The mediating effects of germane cognitive load on the relationship between instructional design and students' future behavioral intention. The Electronic Journal of e-Learning, 15(2), 174–187.
Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21(4), 337–346. CrossRef
Daniel, D. B., & Woody, W. D. (2012). E-textbooks at what cost? Performance and use of electronic vs. print texts. Computers & Education, 62, 18–23. CrossRef
Dobler, E. (2015). E-textbooks: A personalized learning experience or digital distraction? Journal of Adolescent & Adult Literacy, 58(6), 482–491. CrossRef
Driscoll, M. P. (2005). Psychology of learning for instruction: Pearson new international edition. Harlow, Združeno kraljestvo: Pearson Education.
Ebied, M. M. A., & Rahman, S. A. A. (2015). The effect of interactive e-book on students' achievement at Najran University in computer in education course. Journal of Education and Practice, 6(19), 71–82.
Gagné, R. M., & Medsker, K. L. (1996). The conditions of learning: Training applications. Fort Worth, TX, ZDA: Harcourt Brace College Publishers.
Gegenfurtner, A., Lehtinen. E., & Säljö, R. (2011). Expertise differences in the comprehension of visualizations: A meta-analysis of eye-tracking research in professional domains. Education Psychology Review, 23(4), 523–552. CrossRef
Hilpert, J. C., Stempien, J., van der Hoeven Kraft, K. J., & Husman, J. (2013). Evidence for the latent factor structure of the MSLQ: A new conceptualization of an established questionnaire. SAGE Open. Pridobljeno s http://sgo.sagepub.com/content/3/4/2158244013510305 CrossRef
Hwang, G. H., Chen, B., & Huang, C. W. (2016). Development and effectiveness analysis of a personalized ubiquitous multidevice certification tutoring system based on Bloom's taxonomy of educational objectives. Educational Technology & Society, 19(1), 223–236.
Ivanišin, M. (2009). Nekateri strukturni in kulturni problemi pri uvajanju e-izobraževanja z nakazanimi rešitvami [Some structural and cultural problems and soulutions concerning e-education and its implementation]. Sodobna pedagogika, 60(2), 84–95.
Jones, T., & Brown, C. (2011). Reading engagement: A comparison between e-books and traditional print books in an elementary classroom. International Journal of Instruction, 4(2), 5–22.
Kreuh, N., Kač, L., & Mohorčič, G. (2011). Izhodišča za izdelavo e-učbenikov [Framework for the design of electronic textbooks]. Ljubljana, Slovenija: Zavod Republike Slovenije za šolstvo.
Lawanto, O., Santoso, H. B., Goodridge, W., & Lawanto, K. N. (2014). Task value, self-regulated learning, and performance in a web-intensive undergraduate engineering course: How are they related? MERLOT Journal of Online Learning and Teaching, 10(1), 97–111.
Leow, F. T., & Neo, M. (2014). Interactive multimedia learning: Innovating classroom education in a Malaysian University. The Turkish Online Journal of Educational Technology, 13(2), 99–110.
Lipovec, A., Senekovič, J., & Repolusk, S. (2014). Načini uporabe i-učbenika [How to use an i-textbook]. V I. Pesek, B. Zmazek in V. Milekšič (ur.), Slovenski i-učbeniki [Sloevian i-textbooks] (str. 117−143). Ljubljana, Slovenija: Zavod Republike Slovenije za šolstvo.
Luik, P., & Mikk, J. (2008). What is important in electronic textbooks for students of different achievement levels? Computer & Education, 50(4), 1483−1494. CrossRef
Martin, F., Klein, J., & Sullivan, H. (2004). Effects of instructional events in computer based instruction. V M. Simonson in M. Crawford (ur.), 27th annual proceedings of selected research and development papers (str. 631–639). Chicago, IL, ZDA: Association for educational communications and technology conference. Pridobljeno s strani http://files.eric.ed.gov/fulltext/ED484984.pdf
Mayer, R. E. (2009). Multimedia learning. New York, NY, ZDA: Cambridge University Press. CrossRef
Mayer, R. E. (2013). Učenje s tehnologijo [Learning with technology]. V H. Dumont, D. Istance in F. Benavides (ur.), O naravi učenja: uporaba raziskav za navdih prakse [On the nature of learning: using research for inspiration in praxis] (str. 163−181). Ljubljana, Slovenija: Zavod RS za šolstvo.
Mayer, R. E., Mathias, A., & Wetzell, K. (2002). Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction. Journal of Experimental Psychology Application, 8(3), 147–154. CrossRef
Mbarek, R., & El Gharbi, J. E. (2013). A meta-analysis of e-learning effectiveness antecedent. International Journal of Innovation and Applied Studies, 3(1), 48−58.
McGhee, R.,, & Kozma, R. (2001). New teacher and student roles in the technology-supported classroom. A paper presented at the Annual meeting of the American Educational Research Association, April 2001, Seattle, WA, ZDA. Pridobljeno s strani http://www.cehd.umn.edu/carei/publications/documents/newrolestechnology.pdf
Nishizaki, D. M. (2015). The effects of tablets on learning: Does studying from a tablet computer affect student learning differently across educational levels. Senior thesis, Claremont McKenna College, Claremont, CA, ZDA. Pridobljeno s strani http://scholarship.claremont.edu/cmc_theses/1011
Nú-ez, J. C., Cerezo, R., Bernardo, A., Rosário, P., Valle, A., Fernández, E., & Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of a experience in higher education. Psicothema, 23(2), 274–281.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI, ZDA: University of Michigan. Pridobljeno s strani http://files.eric.ed.gov/fulltext/ED338122.pdf
Poznič, A. (2016). Vpliv učiteljevih navodil na učno uspešnost dijakov pri učenju z elektronskimi učbeniki (neobjavljeno magistrsko delo) [The effect of the teacher's instructions on the academic achievement of high school students in learning with electronic textbooks (unpublished MA thesis)]. Filozofska fakulteta Univerze v Ljubljani, Slovenija.
Poznič, A., & Pečjak, S. (2017). Značilnosti dijakov v povezavi z njihovo učno uspešnostjo pri e-učenju. [Characteristics of students and learning environment in connection with e-learning success]. Pedagoška obzorja, 32(1), 111–125.
Rebetez, C., Betrancourt, M., Sangin, M., & Dillenbourg, P. (2010). Learning from animation enabled by collaboration. Instructional Science, 38(5), 471–485. CrossRef
Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning. Computers & Education, 63, 259–266. CrossRef
Rutar Leban, T., & Milekšič, V. (2016). Evalvacijska študija pilotnih projektov uporabe e-učbenikov v osnovnih šolah in gimnazijah [An evaluation study of the pilot projects of the use of e-textbooks in primary schools and secondary schools]. V A. Sambolić Beganović in A. Čuk (ur.), Kaj nam prinaša e-Šolska torba II: Primeri obetavnih praks in evalvacija projekta [What is an e-schoolbag bringing to us: Good practices and project eveluation] (str. 175–205), Ljubljana, Slovenija: Zavod Republike Slovenije za šolstvo.
Shih, C.-C., & Gamon, J. A. (2002). Relationships among learning strategies, patterns, styles, and achievement in web-based courses. Journal of Agricultural Education, 43(4), 1–11. CrossRef
Song, H. D., & Kang, T. (2012). Evaluating the impacts of ICT use: A multi-level analysis with hierarchical linear modeling. The Turkish Online Journal of Educational Technology, 11(4), 132–140.
Uluyol, Ç., & Şahin, S. (2014). Elementary school teachers' ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65–75. CrossRef
van der Stel, M., & Veenman, M. V. J. (2010). Development of metacognitive skillfulness: A longitudinal study. Learning and Individual Differences, 20(3), 220–224. CrossRef
Van Horne, S., Russell, J. E., & Schuh, K. L. (2016). The adoption of mark-up tools in an interactive e-textbook reader. Educational Technology Research and Development, 64(3), 407–433. CrossRef
Wells, C. L. (2012). Do students using electronic books display different reading comprehension and motivation levels than students using traditional print books? Doctoral dissertation, Liberty University, Lynchburg, VA, ZDA. Pridobljeno s strani http://digitalcommons.liberty.edu/doctoral/623/
Wu, H. C., Chang, C. Y., Chen, C. L. D., Yeh, T. K., & Liu, C. C. (2010). Comparison of earth science achievement between animation-based and graphic-based testing designs. Research in Science Education, 40(5), 639–673. CrossRef
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. CrossRef
