Using elaboration strategies training in computer-based instruction to promote generative learning
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TL;DR
Use of subject-generated elaborations, taught via embedded and detached training strategies, was compared with experimenter-provided elaborations or no elaborations on a CBI training unit on computer professional development and indicated that the embedded-training elaborations group gave more personal and paraphrased elaborations than did the detached-training group.
Abstract
Use of subject-generated elaborations, taught via embedded and detached training strategies, was compared with experimenter-provided elaborations or no elaborations (control) on a CBI training unit on computer professional development. Subjects were 80 administrative assistants (20 per treatment) at a large corporation. Results showed advantages for one or both subject-generated elaborations strategies relative to the control treatment on measures of recall and application learning; the experimenter-generated group did not differ significantly from any other group. Additional analyses indicated that the embedded-training elaborations group gave more personal and paraphrased elaborations than did the detached-training group. Results are interpreted as favoring the use of elaborations strategies, particularly when taught by embedded training, for promoting generative learning.