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An educational framework proposed by Chi (2009) aims to link overt study activities with outcomes via the underlying cognitive processes experienced by learners. Activities are classified along a continuum of passive, active, and constructive . Overt activities--¬such as reading, highlighting, and self-explaining--are grouped according to the hypothesized cognitive processes they engage. The framework posits that constructive activities yield the best learning, passive yield the poorest, and active is somewhere in between. Although these hypotheses are not supported by this experiment, there is evidence to suggest that college students employ study techniques that go beyond what they are asked to do. Also, the content of the text to be studied is potentially an important factor for determining the type of studying learners do regardless of what they are asked to do. In sum, although the framework is supported by many other studies, there might be additional variables that need to be considered when implementing this framework.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 117 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 109-111).

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published_or_final_version / Education / Master / Master of Education

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This study investigated, in a small-scale, the extent to which the skill of mind-mapping improves conceptual learning in history in Standard eight. The study was carried out using two Standard eight classes. Each class had approximately 30 pupils. One group (8C) formed the experimental group while another (8D) formed the control group. The lesson planning and structure for the experimental group was carried out using Vygotsky's mediational teaching methodology. The design and construction of the pre-and post tests corresponded with each other with regard to the type of questions asked. Questions were designed to test the learner's ability to interpret and use mind maps as learning aids and the ability to recall with understanding. During the period between testing the groups received different types of intervention. The control group, 8D, received "normal" instruction (le. that which they usually received in their History lessons). This instruction consisted of eighteen lessons and the French revolution was the principal topic from which other topics were taken. This instruction was both teacher -centred and textbook-centred. The learners' participation was limited to answering of questions. Intervention in the experimental group ,8C, involved teaching in the normal way and also modelling how to interpret and use mind maps on simple non history at the beginning. Learners were given the opportunity to practice how to interpret and use mind maps as learning aids under controlled guidance until they were able to operate in an autonomous way. The same procedure was used to teach simple and complex history content. The tests results were analysed quantitatively and statistically. The results obtained supported the hypothesis that conceptual learning in History can be greatly improved through the use of the skill of mind mapping. The study ends by suggesting some recommendations for further research. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

In light of the continued need to help students who are having academic troubles in higher education, the primary purpose of this research study was to examine the differences in study skills between those college students enrolled in EDPSY 100 and those not enrolled in EDPSY 100. The overall goal of the "Study Skills for College Students" course is to help students acquire the knowledge and skills they need to take more responsibility for their own learning.In addition, this research study assessed which study strategies the EDPSY 100 students learned during a 15-week study skills course.The study skills' scores came from a self-reported measure, the Learning and Study Strategies Inventory (LASSI), which was developed by Weinstein, Palmer, and Schulte (1987).For this study, 105 EDPSY 100 students (49 females, 56 males) and 114 non-EDPSY 100 students (94 females, 20 males) were asked to complete the following: a consent form, pre-LASSI, post-LASSI, and demographic questionnaire.A multivariate analysis of variance was used to determine significant gains in learning strategies for EDPSY 100 students following a 15-week course in study skills training. The initial findings of the analysis revealed that the EDPSY 100 and non-EDPSY 100 students significantly differed. However, there were no significant differences between the two groups in their use of study strategies after the EDPSY 100 students completed a one-semester study skills course. / Department of Educational Psychology

Thesis (Ed.D.)--University of Tulsa, 1979. / Bibliography: l. [71]-79.

Thesis (EdD) -- Australian Catholic University, 2006. / Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 206-215. Also available in an electronic format via the internet.