期刊名称：International Journal of Educational Technology in Higher Education
印刷版ISSN：1698-580X
电子版ISSN：2365-9440
出版年度：2018
卷号：15
期号：1
页码：1-16
DOI：10.1186/s41239-018-0099-9
出版社：Springer Verlag
摘要：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..
关键词：Internet skills; Working memory; Text comprehension; Previous knowledge; Factor analysis; E;learning
