Iris Tabak

This study brings together two research traditions. The first, investigates the ways in which learners' representational practices influence learning. The second, investigates the ways in which we can support learners in self-directed learning using online resources. We examined whether learner generated sketches that accompany self-study from a video and written text result in a better understanding of a novel biological mechanism than such study without sketching. We found a significant advantage to sketching. To reflect a real-world need for incidental learning, our study was couched in a scenario of running an online discussion group. Our findings suggest that fostering sketching as a habitual tool for sense-making is a promising way to prepare learners for the new realities of ubiquitous self-directed learning.