Research Article
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Year 2023, , 1 - 15, 31.01.2023
https://doi.org/10.31681/jetol.1205276

Abstract

Supporting Institution

Tübitak

Project Number

115K087

References

  • Akbulut, Y. 2010. Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal Kültür Yayıncılık.
  • Assiter, A. (1995). Transferable Skills in Higher Education. London: Kogan Page.
  • Aydın, M., & Sunbul, A. M. 2012. “Effect of the Verbal Mnemonics on Students’ Achievements and their Attitudes”, Procedia-Social and Behavioral Sciences, 47, 1506-1510.
  • Baddaley, A. D. (2001). Is working memory still working?. American Psychologist, 56, 851-864.
  • Bahrick, H. P., & Hall, L. K. (1993). Long intervals between tests can yield hypermnesia: Comments on Wheeler and Roediger. Psychological Science, 4, 206-207
  • Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612-637.
  • Cargill, M. (2004). Transferable skills within research degrees: a collaborative genre‐based approach to developing publication skills and its implications for research education. Teaching in Higher Education, 9, 83-98.
  • Carney, R. N., Levin, J. R., & Levin, M. E. (1994). Enhancing the psychology of memory by enhancing memory of psychology. Teaching of Psychology, 21(3), 171-174.
  • Chamot, A. U. (2011). Preparing language teachers to teach learning strategies. Foreign language teaching in Asia and beyond. Current perspectives and future directions, 29-44.
  • Chan, H. G., Tsai, P. H., & Huang, T. Y. (2006). Web-based learning in a geometry course. Educational Technology & Society, 9 (2), 133-140.
  • Chen, J. N., Huang, Y. M., & Chu, W. C. (2005). Applying dynamic fuzzy Petri Net to Web learning system. Interactive Learning Environments, 13 (3), 159 - 178.
  • Cheng, W, Lin, X., & Chen, C. 2013. Using modern teaching strategies to teach upper abdominal sonography to medical students, Journal of the Chinese Medical Association, 76, 395-400.
  • Cheng, E. W. L. & Hampson, I. (2008). Transfer of training: a review and new insights. International Journal of Management Reviews, 10, 327–41.
  • Cobb, C. (2013). The use of an animated pedagogical agent as a mnemonic device to promote learning and motivation in online education (Doctoral dissertation, Walden University).
  • De Graaff, S., Verhoeven, L., Bosman, A. M., & Hasselman, F. (2007). Integrated pictorial mnemonics and stimulus fading: Teaching kindergartners letter sounds. British Journal of Educational Psychology, 77(3), 519-539.
  • Dornisch, M. M., & Sperling, R. A. (2004). Elaborative questions in web-based text materials. International Journal of Instructional Media, 31(1), 49.
  • Dornisch, M. M., & Sperling, R. A. (2006). Facilitating learning from technology-enhanced text: Effects of prompted elaborative interrogation. The Journal of Educational Research, 99(3), 156-166.
  • Fiorella, Logan, and Richard E. Mayer. (2015). Learning as a Generative Activity: Eight Learning Strategies That Promote Understanding. Cambridge: Cambridge University Press.
  • Folse, K. S. 2004. Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.
  • Fraenkel R.J. & Wallen E.N. (2006). How to Design and Evaluate Research in Education. McGraw-Hill, NewYork.
  • Gentner, D., & Hoyos, C. (2017). Analogy and abstraction. Topics in cognitive science, 9(3), 672-693.
  • Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
  • Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449–455.
  • Halpern, D. F.,& Hakel, M. K. (2003). Applying the science of the learning to the university and beyond: Teaching for long-term retention and transfer, Change, 35(4), 36-41.
  • Harrison, D. J., Saito, L., Markee, N., & Herzog, S. (2017). Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: Overall course performance, homework, and far-and near-transfer of learning. European Journal of Engineering Education, 42(6), 712-728.
  • Haskell, R. (2000). Transfer of Learning: Cognition, Instruction and Reasoning. San Diego: Academic Press.
  • Heather A., & Gibson, M. A. 2009. Using mnemonics to increase knowledge of an organizing curriculum framework, Teaching and Learning in Nursing, 4, 56-62.
  • Heywood, R. (1994). The effects of the FIRST-Letter mnemonic strategy adaptation on the content achievement of at-risk nursing students. Boston College.
  • Intons-Peterson, M. J., & Fournier, J. (1986). External and internal memory aids: When and how often do we use them?. Journal of Experimental Psychology: General, 115(3), 267.
  • Judd, C.H. (1908). The relation of special training to general intelligence. Educational Review, 36, 28-42.
  • Kabassi, K., & Virvou, M. (2003). Using Web services for personalised Web-based learning. Educational Technology & Society, 6 (3), 61-71.
  • Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772-775.
  • Lister, P. G. (2003). ‘It’s like you can’t be a whole person, a mother who studies’. Lifelong learning: mature women students with caring commitments in social work education. Social Work Education, 22, 125-38.
  • Lobato, J. (2006). Alternative Perspectives on the transfer of learning: History, issues, and challenges for future research. The Journal of the Learning Sciences, 15(4), 431–449.
  • Merry, K. (2021). Instructional design for live online teaching: using mnemonics to support a UDL-centred approach. Journal of Learning Development in Higher Education, (22).
  • Mastropieri, M. A., & Scruggs, T. E. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Brookline Books.
  • Murthy, R. K. 2014. The effects of narratıon and mnemonıcs wıthın a gamıng envıronment for the achıevement of conceptual and procedural knowledge on undergraduate busıness students at (Doctoral dissertation, Indiana University of Pennsylvania).
  • National Science Foundation. (2002). Transfer of Learning: Issues and Research Agenda.
  • Nelson, P. M., Burns, M. K., Kanive, R., & Ysseldyke, J. E. (2013). Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency. Journal of school psychology, 51(6), 659-667.
  • Phye, G.D. (2001). Problem-solving instruction and problem-solving transfer: The correspondence issue. Journal of Educational Psychology, 93(3),571-578.
  • Pressley, M., & Woloshyn, V. 1995. Cognitive strategy instruction (2nd ed.). Cambridge, MA: Brookline Books.
  • Reetz L. J. (1987). Memory strategies for college students. Paper presented at the National Conference on Student Success Courses, Orlando, FL. (ERIC Document Reproduction Service No. ED 291332).
  • Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.
  • Sala, G., et al. (2019). Near and Far Transfer in Cognitive Training: A Second-Order Meta-Analysis. Collabra: Psychology, 5(1): 18.
  • Schunk, D. H. (2009). Öğrenme Teorileri – Eğitimsel Bir Bakış (çev. ed. M. Şahin). Ankara: Nobel Yayın Dağıtım.
  • Schuster, C., Stebner, F., Geukes, S., Jansen, M., Leutner, D., & Wirth, J. (2023). The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning. Learning and Instruction, 83, 101708.
  • Skinner, B. F. (1953). Science of Human Behavior. New York: Free Press.
  • Singley, M. K., & Anderson, J. R. (1989). Transfer of Cognitive Skill. Cambridge, MA: Harvard University Press.
  • Strobach,T., &Karbach,J. (2016).Cognitive training: An overview of features and applications. New York:Springer.
  • Thompson, D. E., Brooks, K. & Lizarraga, E. S. (2003). Perceived transfer of learning: from the distance education classroom to the workplace. Assessment & Evaluation in Higher Education, 28, 539–47.
  • Thorndike, E. L.,& Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261.
  • Weaver, C. A., III, & Bryant, D. J. (2013). The role of semantic memory in the development of expert reading skills. Journal of Educational Psychology, 105(4), 898-913.
  • Yang, A., Goel, H., Bryan, M., Robertson, R., Lim, J., Islam, S., & Speicher, M. R. (2014). The Picmonic® Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform. Advances in medical education and practice, 5, 125.
  • Young, J. J., Lim, K. Y., & Park, S. Y. (2011). Investigating the structural relationships among organizational support, learning flow, learners’ satisfaction and learning transfer in corporate e-learning. British Journal of Educational Technology, 42(6), 973-984.
  • Zhu, X. H. (2007). Extending the SCORM specification for references to the open content object. Educational Technology & Society, 10 (1), 248-264

Effect of semantic encoding strategy instruction on transfer of learning in e-learning environments

Year 2023, , 1 - 15, 31.01.2023
https://doi.org/10.31681/jetol.1205276

Abstract

This research aims to examine the effect of semantic encoding strategy instruction on students' near and far transfer performances in e-learning environments. The research was performed by experimental design. Dependent variables of the research were near and far transfer performances. Independent variable was strategy instruction on encoding. Also recalling performance was included in the research as a control variable. Research data were gathered with a transfer test containing 18 multiple-choice items. The experimental study was performed with 67 students with a medium level of recalling performance. The students were randomly assigned to experimental group I (strategy instruction+integrated content), experimental group II (strategy intruction+non-integrated content), and control group (non-integrated content). The results of this research indicated that encoding strategy instruction is essential for the transfer of learning in e-learning environments. However, it is more effective when e-learning design is integrated with encoding strategies. Therefore, it is suggested that semantic encoding strategies should be integrated into the content when designing e-learning environments.

Project Number

115K087

References

  • Akbulut, Y. 2010. Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal Kültür Yayıncılık.
  • Assiter, A. (1995). Transferable Skills in Higher Education. London: Kogan Page.
  • Aydın, M., & Sunbul, A. M. 2012. “Effect of the Verbal Mnemonics on Students’ Achievements and their Attitudes”, Procedia-Social and Behavioral Sciences, 47, 1506-1510.
  • Baddaley, A. D. (2001). Is working memory still working?. American Psychologist, 56, 851-864.
  • Bahrick, H. P., & Hall, L. K. (1993). Long intervals between tests can yield hypermnesia: Comments on Wheeler and Roediger. Psychological Science, 4, 206-207
  • Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612-637.
  • Cargill, M. (2004). Transferable skills within research degrees: a collaborative genre‐based approach to developing publication skills and its implications for research education. Teaching in Higher Education, 9, 83-98.
  • Carney, R. N., Levin, J. R., & Levin, M. E. (1994). Enhancing the psychology of memory by enhancing memory of psychology. Teaching of Psychology, 21(3), 171-174.
  • Chamot, A. U. (2011). Preparing language teachers to teach learning strategies. Foreign language teaching in Asia and beyond. Current perspectives and future directions, 29-44.
  • Chan, H. G., Tsai, P. H., & Huang, T. Y. (2006). Web-based learning in a geometry course. Educational Technology & Society, 9 (2), 133-140.
  • Chen, J. N., Huang, Y. M., & Chu, W. C. (2005). Applying dynamic fuzzy Petri Net to Web learning system. Interactive Learning Environments, 13 (3), 159 - 178.
  • Cheng, W, Lin, X., & Chen, C. 2013. Using modern teaching strategies to teach upper abdominal sonography to medical students, Journal of the Chinese Medical Association, 76, 395-400.
  • Cheng, E. W. L. & Hampson, I. (2008). Transfer of training: a review and new insights. International Journal of Management Reviews, 10, 327–41.
  • Cobb, C. (2013). The use of an animated pedagogical agent as a mnemonic device to promote learning and motivation in online education (Doctoral dissertation, Walden University).
  • De Graaff, S., Verhoeven, L., Bosman, A. M., & Hasselman, F. (2007). Integrated pictorial mnemonics and stimulus fading: Teaching kindergartners letter sounds. British Journal of Educational Psychology, 77(3), 519-539.
  • Dornisch, M. M., & Sperling, R. A. (2004). Elaborative questions in web-based text materials. International Journal of Instructional Media, 31(1), 49.
  • Dornisch, M. M., & Sperling, R. A. (2006). Facilitating learning from technology-enhanced text: Effects of prompted elaborative interrogation. The Journal of Educational Research, 99(3), 156-166.
  • Fiorella, Logan, and Richard E. Mayer. (2015). Learning as a Generative Activity: Eight Learning Strategies That Promote Understanding. Cambridge: Cambridge University Press.
  • Folse, K. S. 2004. Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.
  • Fraenkel R.J. & Wallen E.N. (2006). How to Design and Evaluate Research in Education. McGraw-Hill, NewYork.
  • Gentner, D., & Hoyos, C. (2017). Analogy and abstraction. Topics in cognitive science, 9(3), 672-693.
  • Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
  • Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449–455.
  • Halpern, D. F.,& Hakel, M. K. (2003). Applying the science of the learning to the university and beyond: Teaching for long-term retention and transfer, Change, 35(4), 36-41.
  • Harrison, D. J., Saito, L., Markee, N., & Herzog, S. (2017). Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: Overall course performance, homework, and far-and near-transfer of learning. European Journal of Engineering Education, 42(6), 712-728.
  • Haskell, R. (2000). Transfer of Learning: Cognition, Instruction and Reasoning. San Diego: Academic Press.
  • Heather A., & Gibson, M. A. 2009. Using mnemonics to increase knowledge of an organizing curriculum framework, Teaching and Learning in Nursing, 4, 56-62.
  • Heywood, R. (1994). The effects of the FIRST-Letter mnemonic strategy adaptation on the content achievement of at-risk nursing students. Boston College.
  • Intons-Peterson, M. J., & Fournier, J. (1986). External and internal memory aids: When and how often do we use them?. Journal of Experimental Psychology: General, 115(3), 267.
  • Judd, C.H. (1908). The relation of special training to general intelligence. Educational Review, 36, 28-42.
  • Kabassi, K., & Virvou, M. (2003). Using Web services for personalised Web-based learning. Educational Technology & Society, 6 (3), 61-71.
  • Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772-775.
  • Lister, P. G. (2003). ‘It’s like you can’t be a whole person, a mother who studies’. Lifelong learning: mature women students with caring commitments in social work education. Social Work Education, 22, 125-38.
  • Lobato, J. (2006). Alternative Perspectives on the transfer of learning: History, issues, and challenges for future research. The Journal of the Learning Sciences, 15(4), 431–449.
  • Merry, K. (2021). Instructional design for live online teaching: using mnemonics to support a UDL-centred approach. Journal of Learning Development in Higher Education, (22).
  • Mastropieri, M. A., & Scruggs, T. E. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Brookline Books.
  • Murthy, R. K. 2014. The effects of narratıon and mnemonıcs wıthın a gamıng envıronment for the achıevement of conceptual and procedural knowledge on undergraduate busıness students at (Doctoral dissertation, Indiana University of Pennsylvania).
  • National Science Foundation. (2002). Transfer of Learning: Issues and Research Agenda.
  • Nelson, P. M., Burns, M. K., Kanive, R., & Ysseldyke, J. E. (2013). Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency. Journal of school psychology, 51(6), 659-667.
  • Phye, G.D. (2001). Problem-solving instruction and problem-solving transfer: The correspondence issue. Journal of Educational Psychology, 93(3),571-578.
  • Pressley, M., & Woloshyn, V. 1995. Cognitive strategy instruction (2nd ed.). Cambridge, MA: Brookline Books.
  • Reetz L. J. (1987). Memory strategies for college students. Paper presented at the National Conference on Student Success Courses, Orlando, FL. (ERIC Document Reproduction Service No. ED 291332).
  • Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.
  • Sala, G., et al. (2019). Near and Far Transfer in Cognitive Training: A Second-Order Meta-Analysis. Collabra: Psychology, 5(1): 18.
  • Schunk, D. H. (2009). Öğrenme Teorileri – Eğitimsel Bir Bakış (çev. ed. M. Şahin). Ankara: Nobel Yayın Dağıtım.
  • Schuster, C., Stebner, F., Geukes, S., Jansen, M., Leutner, D., & Wirth, J. (2023). The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning. Learning and Instruction, 83, 101708.
  • Skinner, B. F. (1953). Science of Human Behavior. New York: Free Press.
  • Singley, M. K., & Anderson, J. R. (1989). Transfer of Cognitive Skill. Cambridge, MA: Harvard University Press.
  • Strobach,T., &Karbach,J. (2016).Cognitive training: An overview of features and applications. New York:Springer.
  • Thompson, D. E., Brooks, K. & Lizarraga, E. S. (2003). Perceived transfer of learning: from the distance education classroom to the workplace. Assessment & Evaluation in Higher Education, 28, 539–47.
  • Thorndike, E. L.,& Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261.
  • Weaver, C. A., III, & Bryant, D. J. (2013). The role of semantic memory in the development of expert reading skills. Journal of Educational Psychology, 105(4), 898-913.
  • Yang, A., Goel, H., Bryan, M., Robertson, R., Lim, J., Islam, S., & Speicher, M. R. (2014). The Picmonic® Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform. Advances in medical education and practice, 5, 125.
  • Young, J. J., Lim, K. Y., & Park, S. Y. (2011). Investigating the structural relationships among organizational support, learning flow, learners’ satisfaction and learning transfer in corporate e-learning. British Journal of Educational Technology, 42(6), 973-984.
  • Zhu, X. H. (2007). Extending the SCORM specification for references to the open content object. Educational Technology & Society, 10 (1), 248-264
There are 55 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Esra Telli 0000-0002-8558-8071

Arif Altun 0000-0003-4060-6157

Project Number 115K087
Publication Date January 31, 2023
Published in Issue Year 2023

Cite

APA Telli, E., & Altun, A. (2023). Effect of semantic encoding strategy instruction on transfer of learning in e-learning environments. Journal of Educational Technology and Online Learning, 6(1), 1-15. https://doi.org/10.31681/jetol.1205276


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