Learner Performance in Multimedia Learning Arrangements: An Analysis across Instructional Approaches

Autor/inn/en	Eysink, Tessa H. S.; de Jong, Ton; Berthold, Kirsten; Kolloffel, Bas; Opfermann, Maria; Wouters, Pieter
Titel	Learner Performance in Multimedia Learning Arrangements: An Analysis across Instructional Approaches
Quelle	In: American Educational Research Journal, 46 (2009) 4, S.1107-1149 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209340235
Schlagwörter	Instructional Design; Observational Learning; Learning Processes; Teaching Methods; Multimedia Instruction; Instructional Effectiveness; Educational Technology; Computer Uses in Education; Inquiry; Student Attitudes; Hypermedia; Problem Solving; Foreign Countries; Pretests Posttests; Secondary School Students; Probability; Mathematics Instruction; Questionnaires; Germany; Netherlands + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Imitationslernen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Unterrichtserfolg; Unterrichtsmedien; Computernutzung; Schülerverhalten; Problemlösen; Ausland; Sekundarschüler; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathematics lessons; Mathematikunterricht; Fragebogen; Deutschland; Niederlande
Abstract	In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. The approaches all advocate learners' active attitude toward the learning material but show differences in the specific learning processes they intend to foster. Learning results were measured on different types of knowledge: conceptual, intuitive, procedural, and situational. The outcomes show that the two approaches asking learners to generate (parts of) the subject matter (either by self-explanations or by conducting experiments) led to better performance on all types of knowledge. However, results also show that emphasis on generating subject matter by the learner resulted in less efficient learning. (Contains 12 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10