Not Everybody Needs Help to Seek Help: Surprising Effects of Metacognitive Instructions to Foster Help-Seeking in an Online-Learning Environment

Autor/inn/en	Stahl, Elmar; Bromme, Rainer
Titel	Not Everybody Needs Help to Seek Help: Surprising Effects of Metacognitive Instructions to Foster Help-Seeking in an Online-Learning Environment
Quelle	In: Computers & Education, 53 (2009) 4, S.1020-1028 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2008.10.004
Schlagwörter	Plants (Botany); Help Seeking; Protocol Analysis; Metacognition; Cognitive Style; Electronic Learning; Search Strategies; Scaffolding (Teaching Technique); Learning Strategies; Computer Assisted Instruction; Online Courses + Suchen Sie Ihr Suchwort? Pflanze; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive styles; Kognitiver Stil; Suchstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Computer based training; Computerunterstützter Unterricht; Online course; Online-Kurs
Abstract	Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, a number of recent studies indicate that learners are not using such help facilities effectively. We compared the effects of different metacognitive supports to foster learners' help-seeking behavior in an ILE for plant identification. Four groups of university students (n=51), each receiving a different metacognitive instruction, had to determine living plants. They had to think-aloud and were video recorded during the experiment. At the end of the session they completed a knowledge test. The surprising effect was that students in all groups were effective help-seekers. They adapted their help-seeking behavior to the complexity of the plants in an effective way. The results indicate that for students on university level effective help-seeking seems to depend largely on motivational factors. (Contains 1 table and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10