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Does the Format of Pretraining Matter?: A Study on the Effects of Different Pretraining Approaches on Prior Knowledge Construction in an Online Learning Environment

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  • Robert Z. Zheng

    (University of Utah, USA)

  • Udita Gupta

    (University of Utah, USA)

  • Aaron Dewald

    (University of Utah, USA)

Abstract

The current study investigated an important issue pertinent to pretraining and prior knowledge construction. It examined whether different formats of pretraining, namely, concept map and two-phase, isolated-interactive elements learning would influence the way prior knowledge was constructed. In addition, it looked into the influence of spatial ability on pretraining and prior knowledge construction. Results showed that spatial ability did not play a significant role in learners’ prior knowledge construction. The findings suggest that effective learning is marked by a relevant existing prior knowledge (i.e., schema). The successful construction of the relevant prior knowledge, irrespective of the format, is what makes learning meaningful and effective.

Suggested Citation

  • Robert Z. Zheng & Udita Gupta & Aaron Dewald, 2012. "Does the Format of Pretraining Matter?: A Study on the Effects of Different Pretraining Approaches on Prior Knowledge Construction in an Online Learning Environment," International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), IGI Global, vol. 2(2), pages 35-47, April.
    • Handle: RePEc:igg:jcbpl0:v:2:y:2012:i:2:p:35-47
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