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dc.contributor.advisorByrnes, James P.
dc.creatorBernacki, Matthew L.
dc.date.accessioned2020-10-20T13:33:33Z
dc.date.available2020-10-20T13:33:33Z
dc.date.issued2010
dc.identifier.other864884944
dc.identifier.urihttp://hdl.handle.net/20.500.12613/782
dc.description.abstractThis study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160 undergraduate education majors completed measures of prior knowledge, goal orientation, intrinsic motivation, self-efficacy to self-regulate learning, and a demographic survey. They were trained in the use of nStudy, a learning environment designed to facilitate self-regulated learning from web-based media including hypertext and to trace learners' actions while they learned online. Learners completed a 20-minute study session learning about Attention Deficit Hyperactivity Disorder and a posttest to assess changes in knowledge scores. Results indicate that employment of individual SRL tactics including tendency to highlight was found to be associated with increased posttest knowledge scores across learners. Goal orientation and prior knowledge also significantly predicted posttest knowledge scores in regression models. These findings can be used to inform the design and use of hypertext in order to individualize computer-based instruction and maximize knowledge acquisition for students, based upon their individual characteristics.
dc.format.extent203 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Educational Psychology
dc.subjectInformation Technology
dc.subjectEducation, Higher
dc.subjectComputer-based Learning
dc.subjectHypertext
dc.subjectKnowledge Acquisition
dc.subjectPrior Knowledge
dc.subjectSelf-regulated Learning
dc.subjectStudy Strategies
dc.titleThe influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberCromley, Jennifer
dc.contributor.committeememberBooth, Julie L.
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberKetelhut, Diane
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/764
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-20T13:33:33Z


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