Textual Design and Student LearningCentre for Distance Learning, Gippsland Institute, 1988 - 91 Seiten This report details a study which was conducted to examine the relationships of four areas of textual design factors that are relevant to external students learning as they use their study guides. These areas are the micro and macro textual features, the linguistics and the instructional design elements. Twelve external students from two units at Gippsland Institute were observed in real time using a Study Protocol Recorder (SPR). They completed the Lancaster Approaches to Studying Inventory and the Biggs Study Process Questionnaire and were interviewed in a debriefing session. It was found that students valued and were aided by access structures, i.e. devices which gave them access to the authors argument, enabling them to gain an overview of the text and to locate the key elements of the subject. Although few used the terms access structure or advance organisers to describe these devices, they did mention the assistance given by tables of contents, objectives, headings, introductory chapters, selective sampling and summarising. All this confirmed the importance of access structures that emerged in the literature survey. It also led to the conclusion that access structures are of greater help in studying than legibility features. The further conclusion was that the use of unambiguous and logical language, with appropriate sentence and paragraph sequences, can compensate for inadequate typographic signalling; that headings, illustrations and photographs that are not directly relevant can annoy those who seek connections between all elements of the textual presentation. Access structures and appropriate use of language are of greater help in studying that legibility factors; or, put in another way, instructional design and linguistic factors are more important than microtypography and macrotypography. Nevertheless the ideal is for a blend of all four levels of textual elements to aid the external student in using the Study Guide, so that resources invested in improving textual design will aid both deep and surface learners. |
Inhalt
Textual Design and Student Learning | 2 |
Methodology 5 Preliminary Studies | 3 |
Four Major Textual Components | 4 |
Urheberrecht | |
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Häufige Begriffe und Wortgruppen
academic access structures achievement motivation Analysis of scores approach to learning Approaches to Studying areas Biggs for CAE Biggs Study Process Bracketed figures refer Brian CAE arts students Carol comprehension learning deep approach disorganised study methods Distance Education external students extrinsic eye movement factors fear of failure features of Study highlighted important instructional design instrumental motivation interest Interpretation of Interview interview comments intrinsic motivation Klara Lancaster Approaches learners learning process lecturer low score Macrotypography Marx Marxism meaning orientation meaning strategy non-academic orientation operation learning organising strategy overview Process Questionnaire Bracketed Protocol Recorder provided by Ramsden Questionnaire Bracketed figures reading relations of production relevant reproducing orientation reproducing strategy scores for meaning strategic approach strategic orientation student learning students and Biggs Study Guides study materials Study Process Questionnaire Studying Inventory subscale scores suggested surface approach surface learning syllabus-boundness textual design things topic typography understand Waller