How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017).

Autor/in	Tempelaar, Dirk
Titel	How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Principles; Learning Processes; Vignettes; Demography; Blended Learning; Tutorial Programs; Feedback (Response); Mathematics Education; Statistics; Undergraduate Students; Problem Based Learning; Cognitive Style; Social Cognition; Learning Theories; Data Analysis; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Bildungsprinzip; Learning process; Lernprozess; Demografie; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Mathematische Bildung; Statistik; Problem-based learning; Problemorientiertes Lernen; Cognitive styles; Kognitiver Stil; Soziale Kognition; Learning theory; Lerntheorie; Auswertung; Ausland; Niederlande
Abstract	This empirical study aims to demonstrate how Dispositional Learning Analytics can contribute in the investigation of the effectiveness of didactical scenarios in authentic settings, where previous research has mostly been laboratory based. Using a showcase based on learning processes of 1080 students in a blended introductory quantitative course, we analyse the use of worked examples by students. Our method is to combine demographic and trace data from technology enhanced systems with self-reports of several contemporary social-cognitive theories. We find that the same maladaptive learning orientations that play a role in worked examples learning theories as to explain the effectiveness of worked examples do predict the use of worked examples: this time in the role of individual learning dispositions. [For the complete proceedings, see ED579395.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01