Literaturnachweis - Detailanzeige
| Autor/inn/en | Slof, Bert; Erkens, Gijsbert; Kirschner, Paul A.; Helms-Lorenz, Michelle |
|---|---|
| Titel | The Effects of Inspecting and Constructing Part-Task-Specific Visualizations on Team and Individual Learning |
| Quelle | In: Computers & Education, 60 (2013) 1, S.221-233 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0360-1315 |
| DOI | 10.1016/j.compedu.2012.07.019 |
| Schlagwörter | Group Activities; Cooperative Learning; Teamwork; Achievement Gains; Active Learning; Educational Technology; Computer Simulation; Computer Assisted Instruction; Computer Software; Instructional Design; Instructional Effectiveness; Comparative Analysis; Pretests Posttests |
| Abstract | This study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured into three phase-related part-tasks: (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a single solution. Each phase was foreseen with a part-task-specific representational tool facilitating visualization of the domain-content (i.e., a conceptual, causal and simulation tool respectively for the subsequent phases). Whereas all teams of learners (N = 17) were scripted to carry out the part-tasks in the predefined order, teams were instructed to (1) inspect expert visualizations (n = 8) or (2) construct their own domain-specific visualizations (n = 9). Results indicate that constructing visualizations, in comparison to inspecting them, evokes more meaningful discussion of the domain-content beneficially affecting team complex learning-task performance and individual learning gains (i.e., higher post-test score). (Contains 8 tables and 5 figures.) (As Provided). |
| Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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