The Experts below are selected from a list of 30 Experts worldwide ranked by ideXlab platform

Rebecca S. Crowley - One of the best experts on this subject based on the ideXlab platform.

  • Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a Metacognitive Scaffold
    Advances in Health Sciences Education, 2010
    Co-Authors: Gilan M. El Saadawi, Roger Azevedo, Melissa Castine, Velma Payne, Olga Medvedeva, Eugene Tseytlin, Elizabeth Legowski, Drazen Jukic, Rebecca S. Crowley
    Abstract:

    Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on Metacognitive performance, and investigated whether other Metacognitive Scaffolds will support Metacognitive gains when immediate feedback is faded. Twenty-three participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and Metacognitive performance. On day 2, a between-subjects design was used to compare the use of other Metacognitive Scaffolds (intervention group) against no Metacognitive Scaffolds (control group) on cognitive and Metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of Metacognitive performance, including Goodman–Kruskal gamma correlation ( G ), bias, and discrimination. For the intervention group, we also computed Metacognitive measures during tutoring sessions. Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing Metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other Metacognitive Scaffolds. Results obtained directly from the ITS suggest that other Metacognitive Scaffolds do have a positive effect on G and discrimination, as immediate feedback is faded. We conclude that immediate feedback had a positive effect on both Metacognitive and cognitive gains in a medical tutoring system. Other Metacognitive Scaffolds were not sufficient to replace immediate feedback in this study. However, results obtained directly from the tutoring system are not consistent with results obtained from assessments. In order to facilitate transfer to real-world tasks, further research will be needed to determine the optimum methods for supporting metacognition as immediate feedback is faded.

  • Factors Affecting Feeling-of-knowing in a Medical Intelligent Tutoring System – the role of Immediate Feedback as a Metacognitive Scaffold
    Advances in Health Sciences Education, 2009
    Co-Authors: Gilan M. El Saadawi, Roger Azevedo, Melissa Castine, Olga Medvedeva, Eugene Tseytlin, Elizabeth Legowski, Drazen Jukic, Velma L. Payne, Rebecca S. Crowley
    Abstract:

    Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on Metacognitive performance, and investigated whether other Metacognitive Scaffolds will support Metacognitive gains when immediate feedback is faded. Twenty-three participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and Metacognitive performance. On day 2, a between-subjects design was used to compare the use of other Metacognitive Scaffolds (intervention group) against no Metacognitive Scaffolds (control group) on cognitive and Metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of Metacognitive performance, including Goodman–Kruskal gamma correlation (G), bias, and discrimination. For the intervention group, we also computed Metacognitive measures during tutoring sessions. Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing Metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other Metacognitive Scaffolds. Results obtained directly from the ITS suggest that other Metacognitive Scaffolds do have a positive effect on G and discrimination, as immediate feedback is faded. We conclude that immediate feedback had a positive effect on both Metacognitive and cognitive gains in a medical tutoring system. Other Metacognitive Scaffolds were not sufficient to replace immediate feedback in this study. However, results obtained directly from the tutoring system are not consistent with results obtained from assessments. In order to facilitate transfer to real-world tasks, further research will be needed to determine the optimum methods for supporting metacognition as immediate feedback is faded.

John W Saye - One of the best experts on this subject based on the ideXlab platform.

  • using an information problem solving model as a Metacognitive Scaffold for multimedia supported information based problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific problem-solving model on achievement and attitudes when students solve an information-based problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • the big six information skills as a Metacognitive Scaffold a case study
    School Library Media Annual, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    Several information problem-solving models exist for teaching and reinforcing the research, problem-solving, and writing processes. The Big Six information skills model (Big6) is one that is primarily aimed at kindergarten through twelfth-grade students. This model is intended to foster the acquisition of research, problem-solving, and Metacognitive skills through the cooperation of both school library media specialists and classroom teachers. While a strong anecdotal record exists supporting the use of Big6, empirical research support is less evident in library and education literature. This study examines the effect of Big6 on a class of eighthgrade students asked to research and write about events surrounding the African-American Civil Rights movement. This study describes the context of the task students were asked to complete, student’s experiences and reactions, and some conclusions that might be drawn from their experiences. It is a study based on a very small and homogenous set of students, but it tends to show the value of concise models that illustrate the full problem-solving process in order for young “researchers” to perhaps more fully grasp the extent of the task facing them. Such models, maps, and organizers should continue to be tested among many groups of learners to determine the full range of their value for giving the student greater confidence and understanding of the complexities involved in information problem-solving.

Sara Wolf - One of the best experts on this subject based on the ideXlab platform.

  • using an information problem solving model as a Metacognitive Scaffold for multimedia supported information based problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific problem-solving model on achievement and attitudes when students solve an information-based problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • the big six information skills as a Metacognitive Scaffold a case study
    School Library Media Annual, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    Several information problem-solving models exist for teaching and reinforcing the research, problem-solving, and writing processes. The Big Six information skills model (Big6) is one that is primarily aimed at kindergarten through twelfth-grade students. This model is intended to foster the acquisition of research, problem-solving, and Metacognitive skills through the cooperation of both school library media specialists and classroom teachers. While a strong anecdotal record exists supporting the use of Big6, empirical research support is less evident in library and education literature. This study examines the effect of Big6 on a class of eighthgrade students asked to research and write about events surrounding the African-American Civil Rights movement. This study describes the context of the task students were asked to complete, student’s experiences and reactions, and some conclusions that might be drawn from their experiences. It is a study based on a very small and homogenous set of students, but it tends to show the value of concise models that illustrate the full problem-solving process in order for young “researchers” to perhaps more fully grasp the extent of the task facing them. Such models, maps, and organizers should continue to be tested among many groups of learners to determine the full range of their value for giving the student greater confidence and understanding of the complexities involved in information problem-solving.

  • using the big six information skills as a Metacognitive Scaffold to solve information based problems
    2000
    Co-Authors: Sara Wolf, Thomas Brush
    Abstract:

    The purpose of this research study was to determine whether a specific information problem-solving skills model was an effective Metacognitive Scaffold for students solving information-based problems. Specifically, 35 eighth grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. Achievement and attitudinal_data were-collected at the end of the treatment period, and observational data were collected throughout the treatment period. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving model while the other followed the procedures provided by the classroom teacher. Results revealed that the students following a specific Metacognitive Scaffold performed better on the achievement measure. However, the students using a teacher-managed process reported more positive attitudes than the Scaffolded students. Possible reasons for the differences in reported attitudes between the two groups include differing responsibility levels of students and teachers within the groups as well as differences in time spent in on-task behaviors throughout the study. (Contains 36 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. USING THE BIG SIX INFORMATION SKILLS AS A Metacognitive Scaffold TO SolvE Information Based Problems PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Gilan M. El Saadawi - One of the best experts on this subject based on the ideXlab platform.

  • Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a Metacognitive Scaffold
    Advances in Health Sciences Education, 2010
    Co-Authors: Gilan M. El Saadawi, Roger Azevedo, Melissa Castine, Velma Payne, Olga Medvedeva, Eugene Tseytlin, Elizabeth Legowski, Drazen Jukic, Rebecca S. Crowley
    Abstract:

    Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on Metacognitive performance, and investigated whether other Metacognitive Scaffolds will support Metacognitive gains when immediate feedback is faded. Twenty-three participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and Metacognitive performance. On day 2, a between-subjects design was used to compare the use of other Metacognitive Scaffolds (intervention group) against no Metacognitive Scaffolds (control group) on cognitive and Metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of Metacognitive performance, including Goodman–Kruskal gamma correlation ( G ), bias, and discrimination. For the intervention group, we also computed Metacognitive measures during tutoring sessions. Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing Metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other Metacognitive Scaffolds. Results obtained directly from the ITS suggest that other Metacognitive Scaffolds do have a positive effect on G and discrimination, as immediate feedback is faded. We conclude that immediate feedback had a positive effect on both Metacognitive and cognitive gains in a medical tutoring system. Other Metacognitive Scaffolds were not sufficient to replace immediate feedback in this study. However, results obtained directly from the tutoring system are not consistent with results obtained from assessments. In order to facilitate transfer to real-world tasks, further research will be needed to determine the optimum methods for supporting metacognition as immediate feedback is faded.

  • Factors Affecting Feeling-of-knowing in a Medical Intelligent Tutoring System – the role of Immediate Feedback as a Metacognitive Scaffold
    Advances in Health Sciences Education, 2009
    Co-Authors: Gilan M. El Saadawi, Roger Azevedo, Melissa Castine, Olga Medvedeva, Eugene Tseytlin, Elizabeth Legowski, Drazen Jukic, Velma L. Payne, Rebecca S. Crowley
    Abstract:

    Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on Metacognitive performance, and investigated whether other Metacognitive Scaffolds will support Metacognitive gains when immediate feedback is faded. Twenty-three participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and Metacognitive performance. On day 2, a between-subjects design was used to compare the use of other Metacognitive Scaffolds (intervention group) against no Metacognitive Scaffolds (control group) on cognitive and Metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of Metacognitive performance, including Goodman–Kruskal gamma correlation (G), bias, and discrimination. For the intervention group, we also computed Metacognitive measures during tutoring sessions. Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing Metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other Metacognitive Scaffolds. Results obtained directly from the ITS suggest that other Metacognitive Scaffolds do have a positive effect on G and discrimination, as immediate feedback is faded. We conclude that immediate feedback had a positive effect on both Metacognitive and cognitive gains in a medical tutoring system. Other Metacognitive Scaffolds were not sufficient to replace immediate feedback in this study. However, results obtained directly from the tutoring system are not consistent with results obtained from assessments. In order to facilitate transfer to real-world tasks, further research will be needed to determine the optimum methods for supporting metacognition as immediate feedback is faded.

Thomas Brush - One of the best experts on this subject based on the ideXlab platform.

  • using an information problem solving model as a Metacognitive Scaffold for multimedia supported information based problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific problem-solving model on achievement and attitudes when students solve an information-based problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • the big six information skills as a Metacognitive Scaffold a case study
    School Library Media Annual, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    Several information problem-solving models exist for teaching and reinforcing the research, problem-solving, and writing processes. The Big Six information skills model (Big6) is one that is primarily aimed at kindergarten through twelfth-grade students. This model is intended to foster the acquisition of research, problem-solving, and Metacognitive skills through the cooperation of both school library media specialists and classroom teachers. While a strong anecdotal record exists supporting the use of Big6, empirical research support is less evident in library and education literature. This study examines the effect of Big6 on a class of eighthgrade students asked to research and write about events surrounding the African-American Civil Rights movement. This study describes the context of the task students were asked to complete, student’s experiences and reactions, and some conclusions that might be drawn from their experiences. It is a study based on a very small and homogenous set of students, but it tends to show the value of concise models that illustrate the full problem-solving process in order for young “researchers” to perhaps more fully grasp the extent of the task facing them. Such models, maps, and organizers should continue to be tested among many groups of learners to determine the full range of their value for giving the student greater confidence and understanding of the complexities involved in information problem-solving.

  • using the big six information skills as a Metacognitive Scaffold to solve information based problems
    2000
    Co-Authors: Sara Wolf, Thomas Brush
    Abstract:

    The purpose of this research study was to determine whether a specific information problem-solving skills model was an effective Metacognitive Scaffold for students solving information-based problems. Specifically, 35 eighth grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. Achievement and attitudinal_data were-collected at the end of the treatment period, and observational data were collected throughout the treatment period. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving model while the other followed the procedures provided by the classroom teacher. Results revealed that the students following a specific Metacognitive Scaffold performed better on the achievement measure. However, the students using a teacher-managed process reported more positive attitudes than the Scaffolded students. Possible reasons for the differences in reported attitudes between the two groups include differing responsibility levels of students and teachers within the groups as well as differences in time spent in on-task behaviors throughout the study. (Contains 36 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. USING THE BIG SIX INFORMATION SKILLS AS A Metacognitive Scaffold TO SolvE Information Based Problems PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY