One more expertise reversal effect in an instructional design to foster coherence formation.

Autor/inn/en	Koch, Babette; Seufert, Tina; Brünken, Roland
Titel	One more expertise reversal effect in an instructional design to foster coherence formation.
Quelle	Aus: Zumbach, Jörg (Hrsg.); Schwartz, Neil (Hrsg.); Seufert, Tina (Hrsg.); Kester, Liesbeth (Hrsg.): Beyond knowledge: the legacy of competence. Meaningful computer-based learning environments. Dordrecht: Springer (2008) S. 207-215 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-4020-8826-4; 978-1-4020-8826-1
DOI	10.1007/978-1-4020-8827-8_29
Schlagwörter	Individualität; Multimedia; Lernbedingungen; Lernen; Lernforschung; Lernumgebung; Computerunterstützter Unterricht; E-Learning
Abstract	The present study is in line with recently published studies about instructional means to foster germane cognitive load in a multimedia learning situation. It focuses on the effectiveness of verbally presented semantic support for coherence formation. As it is already confirmed that support for coherence formation can foster knowledge acquisition, the question arises if individual differences moderate this effect. Prior knowledge turned out to be a critical individual factor: an expertise reversal effect for transfer performance underpins that supporting instructional means does not necessarily foster the learning outcome. In contrast to low-knowledge learners who benefited from the support, high-knowledge learners were slightly hindered, accompanied by a comparable medium level of cognitive load. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/3