Is it merely a question of "what" to prompt or also "when" to Prompt? The role of point of presentation time of prompts in self-regulated learning.

Autor/inn/en	Thillmann, Hubertina; Künsting, Josef; Wirth, Joachim; Leutner, Detlev
Titel	Is it merely a question of "what" to prompt or also "when" to Prompt? The role of point of presentation time of prompts in self-regulated learning.
Quelle	In: Zeitschrift für pädagogische Psychologie, 23 (2009) 2, S. 105-115Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652.23.2.105
Schlagwörter	Wissen; Kognitiver Prozess; Wissen; Computerunterstützter Unterricht; Benutzerführung; Leistung; Kognitiver Prozess; Informationsverarbeitung; Lernmethode; Computerunterstützter Unterricht; Benutzerführung; Leistung; Informationsverarbeitung
Abstract	Investigated whether the effectiveness of prompts depends on their point of presentation time in self-regulated learning. Specifically, it was examined whether presenting prompts during the learning process (reduced cognitive load) vs before has a positive effect on the process and outcome of self-regulated learning. It was also investigated whether presenting prompts during learning and according to a theoretically optimal course of learning regulation has a positive effect on the process and outcome of self-regulated learning. Participants were 95 9th-graders from 6 different classes of 5 different higher-track secondary schools. Students taking part in computer-based physics instruction were divided into 3 main groups. While Group 1 (30 students) received prompts according to the optimal course of learning regulation, Group 2 (32 students) received the same prompts contrary to this optimal course. Group 3 (33 students) received the same prompts at the very beginning of the learning process, with 16 students receiving generating prompts before processing prompts and 17 students receiving the prompts in reverse order. Results confirmed that presenting prompts during learning rather than prior to learning leads to better learning outcomes (conceptual knowledge in posttest). However, there was no additional benefit when prompts were presented according to an optimal course of learning regulation. Therefore, the time point of presenting a prompt in self-regulated learning is concluded to play an important role in learning outcomes. Future research suggestions are given, and implications of the findings are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2010/2