Abstract
Various forms of knowledge can be distinguished. Low-level learning focuses on recognition and remembering facts. Higher level learning of conceptual knowledge requires the development of some form of mental structural map. Further, application of knowledge requires learners to put theories and concepts into use in authentic and novel situations. This study concerns learning at a number of levels. The context is a fully online module on copyright laws and intellectual property, designed as an introductory course for all postgraduates at a university in Hong Kong. The paper also explores whether the knowledge learnt through the web-based medium was retained after three to six months. Findings ascertained the effectiveness of the new medium, not only in delivering facts but also for assisting the learning of higher level knowledge. As expected, the performance of students declined in the delayed post-tests but not to any alarming degree. Retention of factual knowledge, however, was much lower than retention of other forms of knowledge. This perhaps suggests that the role of e-learning, just as in face-to-face classes, should focus on concepts and the applied knowledge, rather than on memorization of facts alone.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bloom, B.S.(ed.) Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive domain, New York, Longman (1956)
Anderson, L.W., Krathwohl, D.R.: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston, Allyn & Bacon (2001)
Krathwohl, D.R.: A Revision of Blooms’ Taxonomy: An Overview. Theory into Practice 41(4), 212–218 (2002)
Conway, M.A., Gardiner, J.M., Perfect, T.J., Anderson, S.J., Cohen, G.M.: Changes in Memory Awareness during Learning: the Acquisition of Knowledge by Psychology Undergraduates. Journal of Experimental Psychology: General 126, 393–413 (1997)
Novak, J.D., Gowin, D.B.: Learning How to Learn. Cambridge University Press, Cambridge (1984)
Herbert, D.M.B., Burt, J.S.: Memory Awareness and Schematization: Learning in the University Context. Applied Cognitive Psychology 15(6), 613–637 (2001)
Semb, G.B., Ellis, J.A., Araujo, J.: Long-term Memory for Knowledge Learned in School. Journal of Educational Psychology 82(2), 305–316 (1993)
Conway, M.A., Cohen, G., Stanhope, N.: On the Very Long-term Retention of Knowledge Acquired through Formal Education: Twelve Years of Cognitive Psychology. Journal of Experimental Psychology: General 120(4), 395–409 (1991)
Neisser, U.: Interpreting Harry Bahrick’s Discovery: What Confers Immunity against Forgetting? Journal of Experimental Psychology: General 113, 32–35 (1984)
Herbert, D.M.B., Burt, J.S.: What do Students Remember? Episodic Memory and the Development of Schematization. Applied Cognitive Psychology 18(1), 77–88 (2004)
Yildirim, Z., Ozden, M.Y., Aksu, M.: Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention. The Journal of Educational Research 94(4), 207–214 (2001)
Bell, D.S., Fonarow, G.C., Hays, R.D., Mangione, C.M.: Self-study from Web-based and Printed Guideline Materials: A Randomized, Controlled Trial among Resident Physicians. Annals of Internal Medicine 132(12), 938–946 (2000)
Reeves, T.C., Hedberg, J.G.: Interactive Learning Systems Evaluation. Educational Technology Publications, Englewood Cliffs, New Jersey (2003)
Van-Draska, M.S.: Copyright in the Digital Classroom. Journal of Allied Health 32(3), 185–188 (2003)
Gould, T.H.P., Lipinski, T.A., Buchanan, E.A.: Copyright Policies and the Deciphering of Fair Use in the Creation of Reserves at University Libraries. The Journal of Academic Librarianship 31(3), 182–197 (2005)
Rockman, H.B.: An Internet Delivered Course: Intellectual Property Law for Engineers and Scientist. Prontiers in Education 34, S1B22–S1B27 (2004)
DeRouin, R.E., Fritzsche, B.A., Salas, E.: Optimizing e-Learning: Research-based Guidelines for Learner-controlled Training. Human Resource Management 53(2–3), 147–162 (2004)
Iverson, K.M., Colky, D.L., Cyboran, V.: E-learning Takes the Lead: An Empirical Investigation of Learner Differences in Online and Classroom Delivery. Performance Improvement Quarterly 18(4), 5–18 (2005)
McNaught, C., Lam, P., Keing, C., Cheng, K.F.: Improving eLearning Support and Infrastructure: An Evidence-based Approach. In: O’Donoghue, J. (ed.) Technology supported learning and teaching: A staff perspective, Hershey, PA, pp. 70–89. Information Science Publishing (2006)
Bahrick, H.P.: Semantic Memory Content in Permastore: Fifty Years of Memory for Spanish Learned in School. Journal of Experimental Psychology 113(1), 1–29 (1984)
Bahrick, H.P., Hall, L.K.: Lifetime Maintenance of High School Mathematics Content. Journal of Experimental Psychology: General 120(1), 20–33 (1991)
Semb, G.B., Ellis, J.A.: Knowledge Taught in School: What is Remembered? Review of Educational Research 64(2), 253–286 (1994)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
McNaught, C., Lam, P., Leung, S., Cheng, KF. (2008). Evaluating an Online Module on Copyright Law and Intellectual Property. In: Filipe, J., Cordeiro, J. (eds) Web Information Systems and Technologies. WEBIST 2007. Lecture Notes in Business Information Processing, vol 8. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-68262-2_21
Download citation
DOI: https://doi.org/10.1007/978-3-540-68262-2_21
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-68257-8
Online ISBN: 978-3-540-68262-2
eBook Packages: Computer ScienceComputer Science (R0)