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Paper Number
1530
Paper Type
Completed
Description
Online learning systems aim to support learners’ learning process by providing various kinds of information. However, scarce research has focused on examining whether such information support can indeed foster an active learning process and ultimately achieve enhanced learning outcome. This study draws upon active learning theory, which posits that effective information support should facilitate learners’ “generation” and “reflection” process. We examined two characteristics of information support to facilitate such an active learning process, information explicitness and presentation timing (during or after a learning task). A field experiment was conducted on an online learning platform. Our findings revealed that when provided during a task, less explicit information would improve learning outcomes by encouraging generation activities. Furthermore, for learners with a stronger knowledge base, more explicit information support provided after a task assisted in the reflection process, leading to improved learning outcomes. The mechanisms were revealed by using cursor tracking technology.
Recommended Citation
Zhang, Jiayuan; Yi, Cheng; Wang, Alex; Xu, Sean Xin; Wang, Yufang; and Xia, Lei, "The Impact of Information Explicitness and Timing on Facilitating Online Learning: A Field Experiment" (2023). ICIS 2023 Proceedings. 13.
https://aisel.aisnet.org/icis2023/learnandiscurricula/learnandiscurricula/13
The Impact of Information Explicitness and Timing on Facilitating Online Learning: A Field Experiment
Online learning systems aim to support learners’ learning process by providing various kinds of information. However, scarce research has focused on examining whether such information support can indeed foster an active learning process and ultimately achieve enhanced learning outcome. This study draws upon active learning theory, which posits that effective information support should facilitate learners’ “generation” and “reflection” process. We examined two characteristics of information support to facilitate such an active learning process, information explicitness and presentation timing (during or after a learning task). A field experiment was conducted on an online learning platform. Our findings revealed that when provided during a task, less explicit information would improve learning outcomes by encouraging generation activities. Furthermore, for learners with a stronger knowledge base, more explicit information support provided after a task assisted in the reflection process, leading to improved learning outcomes. The mechanisms were revealed by using cursor tracking technology.
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