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

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’ ty...

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Autores principales: Burin, Débora, Irrazábal, Natalia, Injoque Ricle, Irene, Saux, Gastón, Barreyro, Juan Pablo
Formato: Artículo
Lenguaje:Inglés
Publicado: SpringerOpen 2019
Materias:
PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/6185
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139123456789-6185
record_format dspace
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO
spellingShingle PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO
Burin, Débora
Irrazábal, Natalia
Injoque Ricle, Irene
Saux, Gastón
Barreyro, Juan Pablo
Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
topic_facet PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO
description 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.
format Artículo
author Burin, Débora
Irrazábal, Natalia
Injoque Ricle, Irene
Saux, Gastón
Barreyro, Juan Pablo
author_facet Burin, Débora
Irrazábal, Natalia
Injoque Ricle, Irene
Saux, Gastón
Barreyro, Juan Pablo
author_sort Burin, Débora
title Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
title_short Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
title_full Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
title_fullStr Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
title_full_unstemmed Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
title_sort self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
publisher SpringerOpen
publishDate 2019
url https://repositorio.uca.edu.ar/handle/123456789/6185
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