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Using cognitive learning theory to design effective on-line statistics tutorials.

V L Romero1, D E Berger, M R Healy

  • 1Department of Psychology, Claremont Graduate University, CA 91711, USA. victoria.romero@cgu.edu

Behavior Research Methods, Instruments, & Computers : a Journal of the Psychonomic Society, Inc
|June 30, 2000
PubMed
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Applying learning principles to web-based education enhances student learning. The Web Interface for Statistics Education (WISE) project shows how self-regulation and visual aids improve online tutorials, emphasizing empirical evaluation.

Area of Science:

  • Educational Technology
  • Online Learning
  • Instructional Design

Background:

  • Web-based learning requires careful design to be effective.
  • Student self-regulation and visual presentation impact online learning outcomes.
  • The Web Interface for Statistics Education (WISE) project provides examples.

Purpose of the Study:

  • To demonstrate how learning principles can enhance web-based tutorial design.
  • To explore the influence of self-regulation on online learning.
  • To present evidence on the effectiveness of visual presentations in web-based education.

Main Methods:

  • Analysis of design principles applied in WISE tutorials.
  • Consideration of student self-regulation challenges in online environments.

Related Experiment Videos

  • Review of research on visual learning aids.

    • Main Results:

    • Specific learning principles can be integrated into web design for better outcomes.
    • Student self-regulation abilities significantly affect web-based learning success.
    • Certain visual presentation strategies demonstrably improve learning.

    Conclusions:

    • Effective web-based learning design hinges on applying established learning principles.
    • Addressing student self-regulation and optimizing visual content are key to improving online tutorials.
    • Empirical evaluation is crucial for validating the effectiveness of web-based educational tools.