Papers by Juhani Tuovinen
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Educational Media International, 2003
... clearances with the assistance of an administrative assistant; Design and development: trai... more ... clearances with the assistance of an administrative assistant; Design and development: training of Unit's ... can be more closely simulated online than in a printed resource (Laurillard, 1993). ... flexible,student concentration on the tutorial itself was enabled by strategic placement of ...
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Instructional Science, Sep 23, 2008
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Educational Technology Research and Development, Sep 1, 2005
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Issues in Accounting Education, Feb 1, 2005
This study tested the relative efficiency of teaching material presented in the worked examples f... more This study tested the relative efficiency of teaching material presented in the worked examples form of instruction compared to problem-solving exercises. Tests were also conducted to determine if subjects' prior exposure to accounting instruction affects results. Teaching materials were developed in Computer-Based Learning (CBL) format for one introductory accounting topic completed by 93 subjects. Response measures included test performance, learning effort, and instructional efficiency consisting of the combined measured performance and learning effort. The study results indicate that worked examples were more efficient than problem-solving exercises for students with no prior knowledge of accounting, while being equally efficient for those with prior knowledge.
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... Advantage through structured flexibility: Operations of Schooling Review. Tuovinen, JE, Aspla... more ... Advantage through structured flexibility: Operations of Schooling Review. Tuovinen, JE, Aspland, T., Allen, B., Crosswell, L. and Hunter, L. (2008-01) Advantage through structured flexibility: Operations of Schooling Review : Edios. ... Publisher, Edios. Language, eng. ...
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IGI Global eBooks, Jan 18, 2011
The work described in this chapter is a synthesis of recent instructional cognition research impl... more The work described in this chapter is a synthesis of recent instructional cognition research implications for fundamental educational multimedia theory. Most of the research described here has been conducted in the Cognitive Load Theory context. The leading research group in this area is located at the University of New South Wales, in Sydney, Australia, and a complementary cognition research program is based at the Open University of Netherlands. The work emanating from these groups and allied efforts elsewhere has significant implications for multimedia use in various educational contexts. In this chapter the structure of human cognitive architecture will be described from an information processing perspective. Then the cognitive load theory will be introduced. The implications of multimodal experiments for multimedia instruction will be derived in the cognitive load theory context. The interaction of multimodal instruction and material complexity or element interactivity plus prior knowledge will be considered. Then the research on the instructional effects of moving images and sound will be discussed from a cognitive perspective. Methods for alleviating the visual search on complex multimedia screens employing focusing or linking strategies will be described. Guidelines for the effective design and use of educational multimedia in a global context will be noted in each section. Finally general issues of future research interest will be discussed. The objectives of this chapter are to suggest a theoretical foundation for multimodal multimedia instruction, and to distil from the relevant cognition research a number of practical implications for educational multimedia planning, design and use.
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Annual Conference on Computers, 2002
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ABSTRACT The forms of feedback employed in online education are a significant aspect of the instr... more ABSTRACT The forms of feedback employed in online education are a significant aspect of the instructional design of online subject offerings. At Tabor Adelaide, a private multi-denominational Higher Education and VET education provider, the feedback aspects of this year’s online subject offerings were investigated. In this research project the feedback embedded in online subjects was examined on the basis of principled, empirically-based research findings. Based on the best principles of educational feedback derived in a major recent review of formative educational feedback research (Shute, 2008) a set of feedback questions pertinent to online education were generated and used as a basis for examining the feedback embedded in a sample of the semester one online subject offerings at Tabor Adelaide. The principles used as the basis for the questions in this examination were classified into three categories: Category 1, Things to do to enhance learning; Category 2, Things to avoid to enhance learning and Category 3, Timing issues. The first category covered principles such as Focus feedback on the task, not the learner. The second category canvassed principles, such as Do not give normative comparisons. The third category principles included, Design timing of feedback to align with desired outcome. Each of these and the other principles identified in the Shute (2008) review were expressed as questions, e.g. the principle mentioned above in Category 1 formed the basis for the question: Is feedback focused on task or learner? The principle from Category 2 led to the question: Are normative comparisons given? The principle from Category 3 led to the question: Does the timing of the feedback align with the desired outcome? A rubric of 22 questions was developed to examine a sample of the 34 subjects offered fully online in semester 1, 2009. Each of the questions generated a binary response for each assessable or non-assessable task in a subject. These responses were then examined for patterns and based on the patterns identified conclusions were drawn about the nature of feedback embedded in the structuring of the online subjects at Tabor Adelaide. These considerations will form the basis for improving the instructional design of online offerings at Tabor Adelaide. We anticipate they will also highlight some useful understandings with respect to feedback in online education for the tertiary education community generally. It is expected that the feedback principles identified for online learning and expressing them in question format will provide other educational developers of online learning materials or evaluators a useful tool and process steps for assessing and evaluating online educational offerings. This research project forms the first stage in investigating the nature of the online feedback and instructional design in Tabor Adelaide subjects. Later the feedback in our subjects will be researched more closely where student responses to various forms of feedback will be examined in relation to the structuring of possible feedback by the online subject authors. We will also be interested in the effects of the embedded feedback on the students’ performance.
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Conference Cognitive Science, 2002
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Journal of Educational Psychology, 2001
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Cognitive Load Theory provides a theoretical basis for understanding the learning process. It use... more Cognitive Load Theory provides a theoretical basis for understanding the learning process. It uses an information processing model to describe how the mind acquires and stores knowledge, and to provide an explanation for the limitations imposed by working memory. This paper describes Cognitive Load Theory, discusses its application in a number of areas, and explores its potential uses in understanding and improving novice programming and computer science education. A number of research directions are suggested.
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In this project coursework lessons were presented in real time through combined audio, video and ... more In this project coursework lessons were presented in real time through combined audio, video and graphics satellite-mediated interactive communications from an Interactive Distance Learning (IDL) studio in Alice Springs to remote sites in Central Australia. The IDL system was used to'create a human element'for effective e-learning among adult trainees. The IDL technology enabled video and sound interaction led to enhancement of the human aspects of learning, particularly in terms of trust, reassurance, confidence, understanding, ...
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Numerous previous studies, including projects conducted under the auspices of the Office for Lear... more Numerous previous studies, including projects conducted under the auspices of the Office for Learning and Teaching and its predecessors, have focussed on benchmarking in universities, in areas ranging from archaeology to leadership and advancement of standards for sessional teaching. The small-sized, private higher education provider institutions' needs have not received similar level of attention even though it is expected that the private higher education sector will expand to contribute up to 30 per cent of the total higher education enrolments by 2020 (Shah and Lewis, 2010). In order to address this gap, this project sought to examine the needs of these smaller institutions, testing the lessons learned in practice and thus improve their quality of capability in the context of Australian higher education. The specific purpose of this project was to benchmark assessment moderation in four colleges by applying the Garlick and Pryor (2004) model of benchmarking.
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Papers by Juhani Tuovinen