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

Autores
Burin, Débora; Irrazábal, Natalia; Injoque Ricle, Irene; Saux, Gastón; Barreyro, Juan Pablo
Año de publicación
2018
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Fil: Burin, Débora. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Burin, Débora. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Irrazabal, Natalia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Irrazabal, Natalia. Universidad de Palermo; Argentina
Fil: Injoque Ricle, Irene. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Injoque Ricle, Irene. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Saux, Gastón. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Saux, Gastón. Universidad Católica Argentina; Argentina
Fil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Barreyro, Juan Pablo. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
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.
Fuente
International Journal of Educational Technology in Higher Education, 15:18, 2018
Materia
PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
Repositorio Institucional (UCA)
Institución
Pontificia Universidad Católica Argentina
OAI Identificador
oai:ucacris:123456789/6185
Acceder
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network_acronym_str RIUCA
repository_id_str 2585
network_name_str Repositorio Institucional (UCA)
spelling Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learningBurin, DéboraIrrazábal, NataliaInjoque Ricle, IreneSaux, GastónBarreyro, Juan PabloPSICOLOGIAINTERNETCOMPRENSION DE TEXTOSEDUCACION A DISTANCIAE-LEARNINGMEMORIA DE TRABAJOFil: Burin, Débora. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Burin, Débora. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Irrazabal, Natalia. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Irrazabal, Natalia. Universidad de Palermo; ArgentinaFil: Injoque Ricle, Irene. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Injoque Ricle, Irene. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Saux, Gastón. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Saux, Gastón. Universidad Católica Argentina; ArgentinaFil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Barreyro, Juan Pablo. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaAbstract: 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.SpringerOpen2018info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttps://repositorio.uca.edu.ar/handle/123456789/61852365-9440 (online)Burin, D. I., Irrazabal, N., Injoque Ricle, I., Saux, G., Barreyro, J. P. (2018). Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning [en línea] International Journal of Educational Technology in Higher Education, 15:18. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/6185International Journal of Educational Technology in Higher Education, 15:18, 2018reponame:Repositorio Institucional (UCA)instname:Pontificia Universidad Católica Argentinaenginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/4.0/2025-07-03T10:56:18Zoai:ucacris:123456789/6185instacron:UCAInstitucionalhttps://repositorio.uca.edu.ar/Universidad privadaNo correspondehttps://repositorio.uca.edu.ar/oaiclaudia_fernandez@uca.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:25852025-07-03 10:56:18.813Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentinafalse
dc.title.none.fl_str_mv Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
title Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
spellingShingle Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning
Burin, Débora
PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO
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
dc.creator.none.fl_str_mv Burin, Débora
Irrazábal, Natalia
Injoque Ricle, Irene
Saux, Gastón
Barreyro, Juan Pablo
author Burin, Débora
author_facet Burin, Débora
Irrazábal, Natalia
Injoque Ricle, Irene
Saux, Gastón
Barreyro, Juan Pablo
author_role author
author2 Irrazábal, Natalia
Injoque Ricle, Irene
Saux, Gastón
Barreyro, Juan Pablo
author2_role author
author
author
author
dc.subject.none.fl_str_mv PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO
topic PSICOLOGIA
INTERNET
COMPRENSION DE TEXTOS
EDUCACION A DISTANCIA
E-LEARNING
MEMORIA DE TRABAJO
dc.description.none.fl_txt_mv Fil: Burin, Débora. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Burin, Débora. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Irrazabal, Natalia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Irrazabal, Natalia. Universidad de Palermo; Argentina
Fil: Injoque Ricle, Irene. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Injoque Ricle, Irene. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Saux, Gastón. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Saux, Gastón. Universidad Católica Argentina; Argentina
Fil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Barreyro, Juan Pablo. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
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.
description Fil: Burin, Débora. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
publishDate 2018
dc.date.none.fl_str_mv 2018
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://repositorio.uca.edu.ar/handle/123456789/6185
2365-9440 (online)
Burin, D. I., Irrazabal, N., Injoque Ricle, I., Saux, G., Barreyro, J. P. (2018). Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning [en línea] International Journal of Educational Technology in Higher Education, 15:18. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/6185
url https://repositorio.uca.edu.ar/handle/123456789/6185
identifier_str_mv 2365-9440 (online)
Burin, D. I., Irrazabal, N., Injoque Ricle, I., Saux, G., Barreyro, J. P. (2018). Self-reported internet skills, previous knowledge and working memory in text comprehension in e-learning [en línea] International Journal of Educational Technology in Higher Education, 15:18. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/6185
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SpringerOpen
publisher.none.fl_str_mv SpringerOpen
dc.source.none.fl_str_mv International Journal of Educational Technology in Higher Education, 15:18, 2018
reponame:Repositorio Institucional (UCA)
instname:Pontificia Universidad Católica Argentina
reponame_str Repositorio Institucional (UCA)
collection Repositorio Institucional (UCA)
instname_str Pontificia Universidad Católica Argentina
repository.name.fl_str_mv Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentina
repository.mail.fl_str_mv claudia_fernandez@uca.edu.ar
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score 13.070432

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