Using Cognitive Learning Theory to Design Effective On-Line Statistics Tutorials

Authors

Victoria L. Romero '07, Claremont Graduate UniversityFollow
Dale E. Berger, Claremont Graduate UniversityFollow
Michael R. Healy '04, Claremont Graduate UniversityFollow
Christopher L. Aberson '99, Claremont Graduate University

Student Co-author

CGU Graduate

Document Type

Article

Department

Behavioral and Organizational Sciences (CGU)

Publication Date

2000

Disciplines

Cognitive Psychology | Psychology | Social and Behavioral Sciences

Abstract

Careful attention to principles of learning can improve the design of Web-based lessons and tutorials. Tutorials from the Web Interface for Statistics Education (WISE; http://wise.cgu.edu) demonstrate how specific principles can be integrated into Web design to enhance learning in two areas. First, the impact of students’ poor self-regulation abilities on Web-based learning is considered. Second, evidence that specific types of visual presentations improve learning is discussed. Finally, the need for empirical evaluation is emphasized. Specific research and examples from the WISE project are used to illustrate each of these points.

Comments

The final publication is available at www.springerlink.com

Rights Information

© 2000 Psychonomic Society Publications

Terms of Use & License Information

Terms of Use for work posted in Scholarship@Claremont.

DOI

10.3758/BF03207790

Recommended Citation

Romero, V. L., Berger, D. E., Healy, M. R., and Aberson, C. L. (2000). Using Cognitive Learning Theory to Design Effective On-Line Statistics Tutorials. Behavior Research Methods, Instruments, and Computers, 32(2), 246-249. doi: 10.3758/BF03207790