Strategy Orientations, Learner Activity, and Learning Outcomes: Implications for Instructional Support of Learning.

McKeague, Carrie A.; Di Vesta, Francis J.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ526318

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1042-1629

EISSN: N/A

Available Date: N/A

Strategy Orientations, Learner Activity, and Learning Outcomes: Implications for Instructional Support of Learning.

McKeague, Carrie A.; Di Vesta, Francis J.

Educational Technology Research and Development, v44 n2 p29-42 1996

Describes a study of undergraduates that investigated the differential effects of strategy orientation (memory strategy, organization strategy, application strategy, and read-and-study control) orthogonally crossed with learner activity (guided versus active) and outcomes. Transfer-appropriate processing theory, encoding specificity, and generative learning theory are discussed. (Author/LRW)

Descriptors: Encoding (Psychology), Higher Education, Instructional Design, Learning Activities, Learning Strategies, Learning Theories, Memory, Outcomes of Education, Pretests Posttests, Transfer of Training, Undergraduate Students

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A