Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning



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Autor:
Burin, Débora
Irrazabal, Natalia
Injoque Ricle, Irene
Saux, Gastón
Barreyro, Juan Pablo

Título: Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning


SpringerOpen

Palabras clave:
PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO

International Journal of Educational Technology in Higher Education, 15:18, 2018

ISSN 2365-9440 (online)

Disponibilidad: Acceso abierto

Cita: Burin, D. I., Irrazabal, N., Injoque Ricle, I., Saux, G., Barreyro, J. P. (2018). Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning [en línea] International Journal of Educational Technology in Higher Education, 15:18. doi: 10.1186/s41239-018-0099-9 Disponible en: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-018-0099-9 Registro disponible en: http://bibliotecadigital.uca.edu.ar/greenstone/cgi-bin/library.cgi?a=d&c=investigacion&d=self-reported-internet-skills [Fecha de consulta: ….]

Descripción: Abstract: We examined the contribution of Internet operational and navigation skills, previous knowledge, and working memory capacity to expository text comprehension as a lesson within an e-learning course. As different from previous studies in controlled settings; this study addressed students’ typical behavior in more ecological conditions. The first study tested self-reported Internet Skills Scale structure, reliability and concurrent validity, in a sample of 254 college students from a large Latin American public university. The second study addressed the contribution of self-reported Internet skills, previous domain knowledge, and working memory capacity to text comprehension in e-learning. Students (n=125) read high or low previous knowledge expository science texts and answered questions about them, in an e-learning course specifically designed for research purposes, accessed remotely. They also completed working memory tests. Working memory and navigation were significantly associated with text comprehension: higher working memory, and lower scores in self-reported navigation behavior, led to better comprehension. These results have implications for instructional design and reading strategies interventions.

Fil: Burin, Débora. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

Fil: Burin, Débora. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina

Fil: Irrazabal, Natalia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

Fil: Irrazabal, Natalia. Universidad de Palermo; Argentina

Fil: Injoque Ricle, Irene. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

Fil: Injoque Ricle, Irene. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina

Fil: Saux, Gastón. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

Fil: Saux, Gastón. Universidad Católica Argentina; Argentina

Fil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

Fil: Barreyro, Juan Pablo. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
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