Mark Grabe - Academia.edu (original) (raw)

Papers by Mark Grabe

Research paper thumbnail of Learning with Internet Tools

As the title suggests, Learning With Internet Tools: A Primer, is an introductory Internet text f... more As the title suggests, Learning With Internet Tools: A Primer, is an introductory Internet text for teachers of middle school through adult learners. The softcover book is short, 60 pages in length with the look and feel of a primer. In the introduction, we are told that this primer is a condensed version of Marie Grabe's text, Integrating Technology for Meaningful Learning (1998), and it seeks to "help you understand what the Internet is, introduce the categories of software necessary to use the Internet, and identify the major types of information resources and services

Research paper thumbnail of The Use of Viedotaped Materials in the Instruction and Evaluation of Developmental Psychology Students

Teaching of Psychology, Apr 1, 1981

Research paper thumbnail of Development of Computer-Controlled Study Management Systems

Teaching of Psychology, 1984

Research paper thumbnail of Voluntary use of online study questions as a function of previous minimal use requirements and learner aptitude

The Internet and Higher Education, 2008

Research paper thumbnail of A Preliminary Exploration of On-Line Study Question Performance and Response Certitude as Predictors of Future Examination Performance

Journal of Educational Technology Systems, 2010

This research evaluated an online study task intended to improve the study metacognition and exam... more This research evaluated an online study task intended to improve the study metacognition and examination performance of inexperienced college students. Existing research has commonly operationalized metacognition as the accuracy of examination score predictions. This research made use of the average discrepancy between rated confidence in individual study question responses and the accuracy of the responses to these questions as a second way to assess metacognition. Study questions accuracy, average study question confidence discrepancy, and examination predictions were contrasted as predictors of examination performance. Study question accuracy and examination predictions were significant predictors of performance. The usefulness of the accuracy of confidence ratings in predicting examination performance may have been diminished by the decreasing use of the online study questions by those who performed most poorly on examinations. Those students who ended up scoring in the bottom t...

Research paper thumbnail of Estimating the degree of failed understanding: a possible role for online technology

Journal of Computer Assisted Learning, 2013

Accurate identification of what a learner does not know is essential for efficient self-directed ... more Accurate identification of what a learner does not know is essential for efficient self-directed learning. The accuracy of this awareness, often described as calibration, has been operationalized in several ways. Calibration data are often collected in applied settings by having students predict a future examination score. This method is efficient but not a direct measurement of the awareness of specific strengths and weaknesses. Online technology allows a practical way to collect more specific, local data; that is, the accuracy of confidence ratings for individual assessment items. These two methods of estimating calibration, global and local, were contrasted as predictors of performance in an introductory college course. Both measures were demonstrated to be significant and unique predictors of future examination performance. Online study environments requiring certitude judgments for study questions and offering immediate opportunities for review may offer the means for improving the efficiency of self-directed learning.

Research paper thumbnail of Learning with Internet tools: A primer

New updated! The latest book from a very famous author finally comes out. Book of learning with i... more New updated! The latest book from a very famous author finally comes out. Book of learning with internet tools a primer, as an amazing reference becomes what you need to get. What's for is this book? Are you still thinking for what the book is? Well, this is what you probably will get. You should have made proper choices for your better life. Book, as a source that may involve the facts, opinion, literature, religion, and many others are the great friends to join with.

Research paper thumbnail of Learning in Technologically Enriched Study Environments: Will Students Study Effectively?

Reading & Writing Quarterly, 1992

ABSTRACT Results of a study designed to evaluate a multicomponent, computer‐supported study envir... more ABSTRACT Results of a study designed to evaluate a multicomponent, computer‐supported study environment in a university‐level course. Three major questions were examined: (a) Does use of the study environment improve students' performance on tests? (b) What are the characteristics of students who choose to use the study environment? (c) What is the relative impact on student performance of using the study environment in different ways? Although the computer‐supported study environment provided students with multiple study tools, students chose almost exclusively to limit their activities to reviewing multiple‐choice questions prepared in advance by the teacher. Students using the study environment performed better on course examinations but also had higher grade point averages and were more prone to use methodical study methods. Contrary to predictions, less able students who paused for a longer period of time after learning that an answer was incorrect performed least well on course examinations. It is argued that these students did not have the knowledge or study skills required to respond constructively to indications of their weaknesses and therefore used the time after learning of an error in an inefficient manner. It is further argued that effective use of computer‐supported study environments may require explicit instruction and supervision, especially for lower performing students.

Research paper thumbnail of Grade , Ma : k TITLE The Impact of Reading Competence and Grade level on the Ati 2 ity to Take and Utilize a Perspective

Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a... more Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a certain perspective or with instructions to read carefully. The ability to take a perspective, as measured by skill in differentiating important material on a highlighting task or in reproducing it on a later recall test, was present in both age grOups. Reading skill was found to produce significant differences on both types of dependent measures. Further analysis indicated that reading ability differences in recall were related to, but could not be totally accounted for, by the ability to identify important material. A model is proposed claiming that poor readers are too overburdened by lower level reading skills to engage in this type of cognitive processing.

Research paper thumbnail of Integrating the Internet for Meaningful Learning

Research paper thumbnail of Technolgical enhancements of study behavior: on-line activities to produce more effective learning

Research paper thumbnail of An Examination of the History, Prevalence, Characteristics, and Reporting of Cyberbullying in the United States

Cyberbullying in the Global Playground, 2012

It has been estimated that at least 80% of adolescents in the US have a personal digital device a... more It has been estimated that at least 80% of adolescents in the US have a personal digital device allowing either Internet or cell phone access to online information and communication services (David-Ferdon & Hertz, 2007). These devices and related ...

Research paper thumbnail of Evaluating the advantages and disadvantages of providing lecture notes: The role of internet technology as a delivery system and research tool

The Internet and Higher Education, 2005

Relationships among patterns of access to online notes, examination performance, and student abse... more Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this pattern weakened to some extent during the semester. Students who attended class most consistently made greater use of online notes. Patterns of online note use were different for students with low and high rates of absenteeism.

Research paper thumbnail of Are Online Study Questions Beneficial?

Teaching of Psychology, 2004

Brothen and Wambach (2001) found that under certain conditions students do not benefit from onlin... more Brothen and Wambach (2001) found that under certain conditions students do not benefit from online resources. They awarded points toward the course grade for high performance on small sets of practice questions and concluded student strategies in completing these quizzes were not beneficial to course performance. We investigated student use of online questions when students received no credit for answering practice questions and found students who made voluntary use of online questions scored higher on course examinations. In contrast to situations in which students complete assigned tasks for credit, students who respond to questions as a voluntary study tactic may use question feedback quite differently and make decisions about how many questions to review using different criteria.

Research paper thumbnail of The Use of Videotaped Material in the Instruction And Evaluation of Developmental Psychology Students

Teaching of Psychology, 1981

tlonal" levels for students IS supported by these data. However, the "frustrational lev... more tlonal" levels for students IS supported by these data. However, the "frustrational level" may be indicated by a slightly h~gher mean percent correct at the college level than has been identified In past research Students not passing the course had significantly lower mean Cloze scores than students earning grades of C, B or A. There were no significant differences in the mean Cloze scores for students earning passing grades although a trend is apparent (see Tatlle 2). The data indicate that s t~~den ts having a higher percent correct fill-ins on the Cloze have a significantly easier time meeting the criteria in this course. The Cloze appears valid as a diagnostic measure at the college level in a mastery learning situation. The nature of mastery learning makes it essential that remedial work be requirecl, beginning early in the semester, to prevent repeated frustration on the part of both the student and the teacher. It seems reasonable to conclude that decisions concerning rernediation be based on the Cloze screening test.

Research paper thumbnail of Mastery methods: Meeting the challenge of individual differences in secondary science instruction

Research paper thumbnail of The Impact of Reading Competence on the Ability to Take a Perspective

Journal of Reading Behavior, 1979

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a s... more Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.

Research paper thumbnail of A Technique for the Assessment and Training of Comprehension Monitoring Skills

Journal of Reading Behavior, 1984

More skilled and less skilled upper-elementary readers and college students played reading games ... more More skilled and less skilled upper-elementary readers and college students played reading games in which they tried to determine if prose statements were internally consistent or inconsistent. The elementary students were assigned either to a control condition in which they played only the pre- and posttest versions of the reading games or to a training condition in which they were provided exposure to similar games in an effort to improve their comprehension monitoring skills. Ability group comparisons indicated significant differences in monitoring skill. Training resulted in a significant increase in monitoring proficiency. However, the training advantage was limited to an improvement in the ability to identify consistent statements.

Research paper thumbnail of Attention allocation and performance in goal-directed reading: Age difference in reading flexibility

Journal of Literacy Research, 1983

One hundred and seventeen fourth-grade, sixth-grade, and college-age students studied stories wit... more One hundred and seventeen fourth-grade, sixth-grade, and college-age students studied stories with two different sets of instructions. One set of instructions asked the students to read carefully (control condition); the other set of instructions directed the students to prepare to answer previously-memorized assigned questions (question-cued treatment condition). Viewing times were recorded for story segments both relevant and irrelevant to the assigned questions. Students were then asked to respond to the assigned (relevant) and unassigned (irrelevant) questions. All age groups in the question-cued treatment condition were similar in spending more time on the segments containing answers to assigned questions; however, only sixth-grade and college-age readers in the question-cued treatment condition recalled significantly more relevant than irrelevant information. The results suggest that an age change in the differential retention of relevant and irrelevant information, when quest...

Research paper thumbnail of Utilization of Imposed Structure: The Impact of Reading Competence and Grade Level

Journal of Reading Behavior, 1980

Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a... more Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a certain perspective or with instructions to read carefully. The ability to take a perspective, as measured by skill in differentiating important material on a highlighting task or in reproducing it on a later recall test, was present in both age groups. Reading skill was found to produce significant differences on both types of dependent measures. Further analysis indicated that reading ability differences in recall were related to, but could not be totally accounted for, by the ability to identify important material. A model is proposed claiming that poor readers are too overburdened by lower level reading skills to engage in this type of cognitive processing.

Research paper thumbnail of Learning with Internet Tools

As the title suggests, Learning With Internet Tools: A Primer, is an introductory Internet text f... more As the title suggests, Learning With Internet Tools: A Primer, is an introductory Internet text for teachers of middle school through adult learners. The softcover book is short, 60 pages in length with the look and feel of a primer. In the introduction, we are told that this primer is a condensed version of Marie Grabe's text, Integrating Technology for Meaningful Learning (1998), and it seeks to "help you understand what the Internet is, introduce the categories of software necessary to use the Internet, and identify the major types of information resources and services

Research paper thumbnail of The Use of Viedotaped Materials in the Instruction and Evaluation of Developmental Psychology Students

Teaching of Psychology, Apr 1, 1981

Research paper thumbnail of Development of Computer-Controlled Study Management Systems

Teaching of Psychology, 1984

Research paper thumbnail of Voluntary use of online study questions as a function of previous minimal use requirements and learner aptitude

The Internet and Higher Education, 2008

Research paper thumbnail of A Preliminary Exploration of On-Line Study Question Performance and Response Certitude as Predictors of Future Examination Performance

Journal of Educational Technology Systems, 2010

This research evaluated an online study task intended to improve the study metacognition and exam... more This research evaluated an online study task intended to improve the study metacognition and examination performance of inexperienced college students. Existing research has commonly operationalized metacognition as the accuracy of examination score predictions. This research made use of the average discrepancy between rated confidence in individual study question responses and the accuracy of the responses to these questions as a second way to assess metacognition. Study questions accuracy, average study question confidence discrepancy, and examination predictions were contrasted as predictors of examination performance. Study question accuracy and examination predictions were significant predictors of performance. The usefulness of the accuracy of confidence ratings in predicting examination performance may have been diminished by the decreasing use of the online study questions by those who performed most poorly on examinations. Those students who ended up scoring in the bottom t...

Research paper thumbnail of Estimating the degree of failed understanding: a possible role for online technology

Journal of Computer Assisted Learning, 2013

Accurate identification of what a learner does not know is essential for efficient self-directed ... more Accurate identification of what a learner does not know is essential for efficient self-directed learning. The accuracy of this awareness, often described as calibration, has been operationalized in several ways. Calibration data are often collected in applied settings by having students predict a future examination score. This method is efficient but not a direct measurement of the awareness of specific strengths and weaknesses. Online technology allows a practical way to collect more specific, local data; that is, the accuracy of confidence ratings for individual assessment items. These two methods of estimating calibration, global and local, were contrasted as predictors of performance in an introductory college course. Both measures were demonstrated to be significant and unique predictors of future examination performance. Online study environments requiring certitude judgments for study questions and offering immediate opportunities for review may offer the means for improving the efficiency of self-directed learning.

Research paper thumbnail of Learning with Internet tools: A primer

New updated! The latest book from a very famous author finally comes out. Book of learning with i... more New updated! The latest book from a very famous author finally comes out. Book of learning with internet tools a primer, as an amazing reference becomes what you need to get. What's for is this book? Are you still thinking for what the book is? Well, this is what you probably will get. You should have made proper choices for your better life. Book, as a source that may involve the facts, opinion, literature, religion, and many others are the great friends to join with.

Research paper thumbnail of Learning in Technologically Enriched Study Environments: Will Students Study Effectively?

Reading & Writing Quarterly, 1992

ABSTRACT Results of a study designed to evaluate a multicomponent, computer‐supported study envir... more ABSTRACT Results of a study designed to evaluate a multicomponent, computer‐supported study environment in a university‐level course. Three major questions were examined: (a) Does use of the study environment improve students' performance on tests? (b) What are the characteristics of students who choose to use the study environment? (c) What is the relative impact on student performance of using the study environment in different ways? Although the computer‐supported study environment provided students with multiple study tools, students chose almost exclusively to limit their activities to reviewing multiple‐choice questions prepared in advance by the teacher. Students using the study environment performed better on course examinations but also had higher grade point averages and were more prone to use methodical study methods. Contrary to predictions, less able students who paused for a longer period of time after learning that an answer was incorrect performed least well on course examinations. It is argued that these students did not have the knowledge or study skills required to respond constructively to indications of their weaknesses and therefore used the time after learning of an error in an inefficient manner. It is further argued that effective use of computer‐supported study environments may require explicit instruction and supervision, especially for lower performing students.

Research paper thumbnail of Grade , Ma : k TITLE The Impact of Reading Competence and Grade level on the Ati 2 ity to Take and Utilize a Perspective

Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a... more Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a certain perspective or with instructions to read carefully. The ability to take a perspective, as measured by skill in differentiating important material on a highlighting task or in reproducing it on a later recall test, was present in both age grOups. Reading skill was found to produce significant differences on both types of dependent measures. Further analysis indicated that reading ability differences in recall were related to, but could not be totally accounted for, by the ability to identify important material. A model is proposed claiming that poor readers are too overburdened by lower level reading skills to engage in this type of cognitive processing.

Research paper thumbnail of Integrating the Internet for Meaningful Learning

Research paper thumbnail of Technolgical enhancements of study behavior: on-line activities to produce more effective learning

Research paper thumbnail of An Examination of the History, Prevalence, Characteristics, and Reporting of Cyberbullying in the United States

Cyberbullying in the Global Playground, 2012

It has been estimated that at least 80% of adolescents in the US have a personal digital device a... more It has been estimated that at least 80% of adolescents in the US have a personal digital device allowing either Internet or cell phone access to online information and communication services (David-Ferdon & Hertz, 2007). These devices and related ...

Research paper thumbnail of Evaluating the advantages and disadvantages of providing lecture notes: The role of internet technology as a delivery system and research tool

The Internet and Higher Education, 2005

Relationships among patterns of access to online notes, examination performance, and student abse... more Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this pattern weakened to some extent during the semester. Students who attended class most consistently made greater use of online notes. Patterns of online note use were different for students with low and high rates of absenteeism.

Research paper thumbnail of Are Online Study Questions Beneficial?

Teaching of Psychology, 2004

Brothen and Wambach (2001) found that under certain conditions students do not benefit from onlin... more Brothen and Wambach (2001) found that under certain conditions students do not benefit from online resources. They awarded points toward the course grade for high performance on small sets of practice questions and concluded student strategies in completing these quizzes were not beneficial to course performance. We investigated student use of online questions when students received no credit for answering practice questions and found students who made voluntary use of online questions scored higher on course examinations. In contrast to situations in which students complete assigned tasks for credit, students who respond to questions as a voluntary study tactic may use question feedback quite differently and make decisions about how many questions to review using different criteria.

Research paper thumbnail of The Use of Videotaped Material in the Instruction And Evaluation of Developmental Psychology Students

Teaching of Psychology, 1981

tlonal" levels for students IS supported by these data. However, the "frustrational lev... more tlonal" levels for students IS supported by these data. However, the "frustrational level" may be indicated by a slightly h~gher mean percent correct at the college level than has been identified In past research Students not passing the course had significantly lower mean Cloze scores than students earning grades of C, B or A. There were no significant differences in the mean Cloze scores for students earning passing grades although a trend is apparent (see Tatlle 2). The data indicate that s t~~den ts having a higher percent correct fill-ins on the Cloze have a significantly easier time meeting the criteria in this course. The Cloze appears valid as a diagnostic measure at the college level in a mastery learning situation. The nature of mastery learning makes it essential that remedial work be requirecl, beginning early in the semester, to prevent repeated frustration on the part of both the student and the teacher. It seems reasonable to conclude that decisions concerning rernediation be based on the Cloze screening test.

Research paper thumbnail of Mastery methods: Meeting the challenge of individual differences in secondary science instruction

Research paper thumbnail of The Impact of Reading Competence on the Ability to Take a Perspective

Journal of Reading Behavior, 1979

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a s... more Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.

Research paper thumbnail of A Technique for the Assessment and Training of Comprehension Monitoring Skills

Journal of Reading Behavior, 1984

More skilled and less skilled upper-elementary readers and college students played reading games ... more More skilled and less skilled upper-elementary readers and college students played reading games in which they tried to determine if prose statements were internally consistent or inconsistent. The elementary students were assigned either to a control condition in which they played only the pre- and posttest versions of the reading games or to a training condition in which they were provided exposure to similar games in an effort to improve their comprehension monitoring skills. Ability group comparisons indicated significant differences in monitoring skill. Training resulted in a significant increase in monitoring proficiency. However, the training advantage was limited to an improvement in the ability to identify consistent statements.

Research paper thumbnail of Attention allocation and performance in goal-directed reading: Age difference in reading flexibility

Journal of Literacy Research, 1983

One hundred and seventeen fourth-grade, sixth-grade, and college-age students studied stories wit... more One hundred and seventeen fourth-grade, sixth-grade, and college-age students studied stories with two different sets of instructions. One set of instructions asked the students to read carefully (control condition); the other set of instructions directed the students to prepare to answer previously-memorized assigned questions (question-cued treatment condition). Viewing times were recorded for story segments both relevant and irrelevant to the assigned questions. Students were then asked to respond to the assigned (relevant) and unassigned (irrelevant) questions. All age groups in the question-cued treatment condition were similar in spending more time on the segments containing answers to assigned questions; however, only sixth-grade and college-age readers in the question-cued treatment condition recalled significantly more relevant than irrelevant information. The results suggest that an age change in the differential retention of relevant and irrelevant information, when quest...

Research paper thumbnail of Utilization of Imposed Structure: The Impact of Reading Competence and Grade Level

Journal of Reading Behavior, 1980

Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a... more Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a certain perspective or with instructions to read carefully. The ability to take a perspective, as measured by skill in differentiating important material on a highlighting task or in reproducing it on a later recall test, was present in both age groups. Reading skill was found to produce significant differences on both types of dependent measures. Further analysis indicated that reading ability differences in recall were related to, but could not be totally accounted for, by the ability to identify important material. A model is proposed claiming that poor readers are too overburdened by lower level reading skills to engage in this type of cognitive processing.