Résumés
Abstract
Theories of cognitive information retrieval can work in concert with those of educational psychology to better formalize self-regulatory processes, such as task understanding, in online learning. Results from a prior statistical exploration of 38 graduate learners using a topic map (ISO 13250) index to browse an online repository of instructor-annotated essays in order to complete an ill-structured essay task indicate improved performance and task understanding. This follow-up study analyzes the inductive content of interviews and computer-based user traces for a theoretical sample of 12 of these 38 learners, showing how the semantic nature of the topic map enabled them to pursue distinct paths to browse essays according to individual task understanding and information need.
Keywords:
- Topic Maps (ISO 13250),
- online learning environments,
- self-regulated learning,
- cognitive information retrieval
Résumé
Les modèles de recherche d’information cognitive et de la psychologie de l’éducation peuvent travailler de pair pour mieux formaliser les processus reliés à l’autorégulation, comme la compréhension des tâches, dans un contexte d’apprentissage virtuel. Les résultats d’une étude antérieure de 38 élèves de maîtrise et de doctorat, lesquels utilisaient une carte thématique (ISO 13250) pour parcourir un ensemble d’épreuves écrites annotées et ainsi compléter une épreuve écrite mal structurée, semblent indiquer un rendement et une compréhension accrus de leurs tâches. Dans cette étude complémentaire, l’analyse inductive des entrevues et des fichiers journaux traces d’un échantillon théorique de 12 de ces 38 élèves montre comment la nature sémantique de la carte thématique a permis aux élèves de suivre des cheminements distincts en parcourant les épreuves écrites annotées selon leur degré de compréhension des tâches et leur besoin d’information.
Mots-clés:
- Les cartes thématiques (ISO 13250),
- les environnements d’apprentissage virtuels,
- la théorie d’autorégulation,
- le modèle de recherche d’information cognitive
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Authors’ Notes
This study was made possible through a number of sources, including three fellowships received by the first author, two of which were from Concordia University and the third from le Fonds québecois de la recherche sur la société et la culture (FQRSC). The second author was awarded two fellowships, one from Concordia University and the other from FQRSC. In addition, funding was provided to the first author by Concordia University’s Faculty of Arts and Sciences Research Development program.
The authors wish to thank Stef Rucco from the Department of Education for his technical expertise in setting up the environment described in this study, as well as Patrick Harzheim for programming the tracking tools used in this study. The first author is indebted to Lars Marius Garshol from Bouvet AS, Oslo, Norway for granting the academic/research license to use the Omnigator topic map authoring tool.
The authors also wish to acknowledge the insightful comments and suggestions for manuscript revision by two anonymous reviewers.
References
- Biggs, J. B. (1991). Student learning in the context of school. In J. B. Biggs (Ed.), Teaching for learning: The view from cognitive psychology (pp. 7-29). Hawthorn, Australia: Australian Council for Educational Research.
- Biggs, J. B. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347-364.
- Creswell, J. W. (2007). Educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education.
- Dichev, C., Dicheva, D., & Arroyo, L. (2004). Using topic maps for Web-based education. Advanced Technology for Learning, 1(1), 1-7.
- Dicheva, D., & Dichev, C. (2004). A framework for concept-based digital course libraries. Journal of Interactive Learning Research, 15(4), 347-364.
- Hersh, W., Pentecost, J., & Hickam, D. (1996). A task-oriented approach to information retrieval evaluation. Journal of the American Society for Information Science, 47(1), 50-56.
- Ingwersen, P. (2000). Cognitive information retrieval. Annual Review of Information Science and Technology (1999-2000), 34, 3-52.
- International Organization of Standardization [ISO] / International Electrotechnical Commission [IEC] Joint Technical Committee 1 [JTC1] – Information technology – Subcommittee SC34. (1999). ISO/IEC 13250 topic maps (1st ed.). Geneva, Switzerland: ISO and IEC. Retrieved from the ISO/IEC JTC1/SC34 Web Server [at the U.S. Department of Energy’s Y-12 National Security Complex], section Sources of information on SC34 standards: http://www.y12.doe.gov/sgml/sc34/document/0129.pdf
- International Organization of Standardization [ISO] / International Electrotechnical Commission [IEC] Joint Technical Committee 1 [JTC1] – Information technology – Subcommittee SC34. (2002). ISO/IEC 13250 topic maps (2nd ed.). Retrieved from the ISO/IEC JTC1/SC34 Web Server [at the U.S. Department of Energy’s Y-12 National Security Complex], section Sources of information on SC34 standards: http://www.y12.doe.gov/sgml/sc34/document/0322_files/iso13250-2nd-ed-v2.pdf
- Kabel, S., de Hoog, R., Wielinga, R., & Anjewierden, A. (2004). The added value of task and ontology-based markup for information retrieval. Journal of the American Society for Information Science and Technology, 55(4), 348-382.
- Pepper, S. (2002, April). The TAO of topic maps:Finding the way in the age of infoglut. Retrieved April 30, 2009 from Ontopia’s Web site, section Topic mapping: http://www.ontopia.net/topicmaps/materials/tao.html
- Reitman, W. (1965). Cognition and thought. New York, NY: John Wiley.
- Schamber, L. (2000). Time-line interviews and inductive content analysis: Their effectiveness for exploring cognitive behaviors. Journal of the American Society for Information Science, 51(8), 734-744.
- Shaikh, K. (2008). Exploring the existence of motivational and cognitive variables affecting the perspectives and internalization of instructor-given feedback. Unpublished master’s thesis, Concordia University, Montreal, Canada.
- Shaw, S., & Venkatesh, V. (2005). The missing link to enhanced course management systems: Adopting learning content management systems in the educational sphere. In P. McGee, C. Carmean, & A. Jafari (Eds.), Course management systems for learning: Beyond accidental pedagogy (pp. 206-231). Hershey, PA: Idea Group.
- Venkatesh, V. (2008a). Quantitative explorations of graduate learners’ monitoring proficiencies and task understandings in the context of ill-structured writing assignments: From learners to work task as unit of analysis. Unpublished doctoral dissertation, Concordia University, Montreal, Canada.
- Venkatesh, V. (2008b). Topic maps as indexing tools in e-learning: Bridging theoretical and practical gaps between information retrieval and educational psychology. International Journal of Advanced Media and Communication, 2(3), 221-235.
- Venkatesh, V., & Hadwin, A. F. (2002, August). Designing instruction to promote self-regulation: Review of empirical studies. Paper presented at the Annual Meeting of the American Psychological Association, Chicago, IL.
- Venkatesh, V., Shaw, S., Dicks, D., Lowerison, G., Zhang, D., & Sanjakdar, R. (2007). Topic Maps: Adopting user-centred indexing technologies in course management systems. Journal of Interactive Learning Research, 18(3), 429-450.
- Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Malwah, NJ: Lawrence Erlbaum.