Abstract
THE NEED FOR A FRAMEWORK to distinguish the conditions under which different types of educational computing environments are productive is addressed, and a cognitively based Contextual Analysis Framework is proposed that consists of two primary elements: (a)conceptual characteristics of the knowledge domain being learned, including thecomplexity of the concepts and tasks and the degree oforderly and regular conceptual structure of the knowledge domain; and (b)stage of learning (novice, advanced) of the learner within the knowledge domain. The characteristics of different types of technology-based learning environments (e.g., computer-based drill, intelligent tutoring systems, hypertext) are analyzed in terms of the Contextual Analysis Framework. It is argued that the failure to consider important contextual elements of learning related to conceptual characteristics of the domain and the stage of the learner could result in otherwise well-designed instructional computing technologies being used in inappropriate learning situations.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bangert-Drowns, R.L., Kulik, J.A., & Kulik, C. (1985). Effectiveness of computer-based education in secondary schools.Journal of Computer-Based Instruction, 12(3), 59–68.
Becker, H.J. (1988).The impact of computer use on children’s learning: What the research has shown and what it has not. Baltimore, MD: Johns Hopkins University, Center for Research on Elementary and Middle Schools.
Beeman, W.O., Anderson, K.T., Bader, G., Larkin, J., McClard, A.P., McQuillan, P.J., & Shields, M. (1987). Hypertext and pluralism: From lineal to non-lineal thinking. InHypertext ’87 papers (pp. 67–88). Chapel Hill: The University of North Carolina.
Bork, A. (1985).Personal computers for education. New York: Harper & Row.
Brown, J.S. (1985). A perspective on tools for communal and informal electronic learning,Journal of Educational Computing Research, 1(2), 179–202.
Charney, D. (1987). Comprehending non-linear text: The role of discourse cues and reading strategies.Hypertext ’87 papers (pp. 109–120). Chapel Hill: The University of North Carolina.
Chi, M.T.H., Glaser, R., & Farr, M.J. (Eds.). (1988).The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum.
Clark, R.E. (1985). Confounding in educational computing research.Journal of Educational Computing Research, 1(2), 137–148.
Collins, A., & Brown, J.S. (1988). The computer as a tool for learning through reflection. In H. Mandl & A. Lesgold (Eds.),Learning issues for intelligent tutoring systems. New York: Springer-Verlag.
Conklin, J. (1987). Hypertext: An introduction and survey.IEEE Computer, 20(9), 17–41.
Cziko, G.A. (1989). Unpredictability and indeterminism in human behavior: Arguments and implications for educational research.Educational Researcher, 18(3), 17–25.
Dede, C.J. (1987). Empowering environments, hypermedia and microworlds.Computing Teacher, 15(3), 20–24, 61.
Dede, C.J. (1988). The probable evolution of artificial intelligence based educational devices.Technological Forecasting and Social Change, 34, 115–133.
Elio, R., & Anderson, J.R. (1984). The effects of information order and learning mode on schema abstraction.Memory & Cognition, 12, 20–30.
Feltovich, P.J., Spiro, R.J., & Coulson, R.L. (1989). The nature of conceptual understanding in biomedicine: The deep structure of complex ideas and the development of misconceptions. In D. Evans & V. Pate (Eds.),The cognitive sciences in medicine (pp. 113–172). Cambridge, MA: MIT Press (Bradford Books).
Glaser, R. (1984). Education and thinking: The role of knowledge.American Psychologist, 39, 93–104.
Gleick, J. (1987).Chaos: Making a new science. New York: Viking Penguin.
Homa, D. (1984). On the nature of categories. In G. H. Bower (Ed.),The psychology of learning and motivation (Vol. 18, pp. 49–94). New York: Academic Press.
Jacobson, M.J., & Spiro, R.J. (1991).A framework for the contextual analysis of computer-based learning environments. (Technical Report No. 527). Champaign, IL: University of Illinois, Center for the Study of Reading.
Jacobson, M.J., & Spiro, R.J. (1993).Hypertext learning environments and cognitive flexibility: Research into the transfer of complex knowledge. (Technical Report No. 573). Champaign, IL: University of Illinois, Center for the Study of Reading.
Jonassen, D.H. (1986). Hypertext principles for text and courseware design.Educational Psychologist, 21, 269–292.
Kulik, J.A. (1981).Integrating findings from different levels of instruction.Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, CA. (ERIC Document Reproduction Service No. ED 208 040)
Kulik, J.A. (1985).Consistencies in findings on computer-based education.Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 263 880)
Levin, J.A., Riel, M., Miyake, N., & Cohen, M. (1987). Education on the electronic frontier: Teleapprentices in globally distributed educational contexts.Contemporary Educational Psychology, 12, 254–260.
Maddux, C. D. (1988). Preface.Assessing the impact of computer-based instruction: A review of recent research (pp. 1–10). New York: Haworth Press.
Niemiec, R., & Walberg, H.J. (1987). Comparative effects of computer-assisted instruction: A synthesis of reviews.Journal of Educational Computing Research, 3(1), 19–37.
Papert, S. (1980).Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Roblyer, M.D., Castine, W.H., & King, F.J. (1988).Assessing the impact of computer-based instruction: A review of recent research. New York: Haworth Press.
Simon, H.A. (1973). The structure of ill structured problems.Artificial Intelligence, 4, 181–210.
Sleeman, D.H., & Brown, J.S. (1982). Introduction: Intelligent tutoring systems. In D.H. Sleeman & J.S. Brown (Eds.),Intelligent tutoring systems (pp. 1–11). London: Academic Press.
Smith, J.B., Weiss, S.F., & Ferguson, G.J. (1987). A hypertext writing environment and its cognitive basis.Hypertext ’87 papers (pp. 195–214). Chapel Hill: The University of North Carolina.
Spiro, R. J., Vispoel, W.L., Schmitz, J.G., Samarapungavan, A., & Boerger, A.E. (1987). Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains. In B.K. Britton & S.M. Glynn (Eds.),Executive control processes in reading (pp. 177–199). Hillsdale, NJ: Erlbaum.
Spiro, R.J., Coulson, R.L., Feltovich, P.J., & Anderson, D.K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains.Tenth annual conference of the Cognitive Science Society (pp. 375–383). Hillsdale, NJ: Erlbaum.
Spiro, R.J., Feltovich, P.J., Coulson, R.L., & Anderson, D.K. (1989). Multiple analogies for complex concepts: Antidotes for analogy-induced misconception in advanced knowledge acquisition. In S. Vosniadou & A. Ortony (Eds.),Similarity and analogical reasoning (pp. 498–531). New York: Cambridge University Press.
Spiro, R.J., & Jehng, J.C. (1990). Cognitive flexibility, random access instruction, and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix, & R.J. Spiro (Eds.),Cognition, education, and multimedia (pp. 163–205). Hillsdale, NJ: Erlbaum.
Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T.M. Duffy, & D.J. Jonassen (Eds.).Constructivism and the Technology of Instruction: A Conversation (pp. 57–75). Hillsdale, NJ: Erlbaum.
Taylor, R. (Ed.). (1980).The computer in the school: Tutor, tool, tutee. New York: Teachers College Press.
Vosniadou, S., & Brewer, W.F. (1987). Theories of knowledge restructuring in development.Review of Education Research, 57(1), 51–67.
Voss, J. F. (1987). Learning and transfer in subject-matter learning: A problem-solving model.International Journal of Educational Research, 11, 607–622.
Voss, J.F., Greene, T.R., Post, T.A., & Penner, B.C. (1983). Problem-Solving skill in the social sciences. In G. H. Bower (Ed.),The psychology of learning and motivation: Advances in research theory (Vol. 17, pp. 165–213). New York: Academic Press.
Welles, O. (producer/director), & Stein, R. (videodisc designer and producer) (1984).Citizen Kane (Videodisc Catalog No. CC101). Los Angeles, CA: The Criterion Collection.
Wenger, E. (1987).Artificial intelligence and tutoring systems. Los Altos, CA: Morgan Kaufmann.
Author information
Authors and Affiliations
Additional information
Michael J. Jacobson is a senior scientist at the Center for the Study of Reading and a visiting assistant professor of instructional technology and educational psychology at the University of Illinois at Urbana-Champaign. His research interests include theoretical and research issues associated with hypermedia and distributed network learning environments, cognitive learning and instructional theory, technology-based learning environments and science education, instructional design, and computer applications in precollege and college instructional settings.
Rand J. Spiro is a Professor in the Departments of Educational Psychology, Psychology, the Beckman Institute for Advanced Science and Technology, and the Center for the Study of Reading at the University of Illinois at Urbana-Champaign. Among his research interests are knowledge acquisition in complex domains, cognitive learning and instructional theory, biomedical cognition, science education, text comprehension and recall, and hypermedia.
Rights and permissions
About this article
Cite this article
Jacobson, M.J., Spiro, R.J. A framework for the contextual analysis of technology-based learning environments. J. Comput. High. Educ. 5, 3–32 (1994). https://doi.org/10.1007/BF02948569
Issue Date:
DOI: https://doi.org/10.1007/BF02948569