Using Graphical Organizers to Improve Self-Regulated Learning: Constructive Activities Enhance Deep Learning With Online Materials

• In Event: 26.028 - Strategies and Tools for Improving Student Learning and Self-Regulation in Blended/Flipped Learning Environments

Abstract

According to the interactivity framework proposed by Chi (2009), learners experience greater benefits as they move from passive to active to more generative behaviors. This research investigated the active-constructive-interactive framework in the context of graphical organizers presented before a self-regulated, online learning task. Three conditions were examined: passive; active; and constructive. Findings were consistent with the interactivity framework in the case of the constructive condition: learners integrated more new concepts into posttest concept maps and were more likely to include deep (relational/causal) statements in their posttest essays. However, there were not significant differences in learning outcomes for passive and active conditions.

Authors

• Lisa A Ferrara, University of Utah

• Kirsten R. Butcher, University of Utah