Effects of Planning on Task Load, Knowledge, and Tool Preference: A Comparison of Two Tools

Autor/inn/en	Bonestroo, Wilco J.; de Jong, Ton
Titel	Effects of Planning on Task Load, Knowledge, and Tool Preference: A Comparison of Two Tools
Quelle	In: Interactive Learning Environments, 20 (2012) 2, S.141-153 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2010.484253
Schlagwörter	Foreign Countries; Educational Technology; Preferences; Planning; Cognitive Processes; Difficulty Level; Active Learning; Learning Strategies; Learner Controlled Instruction; Concept Mapping; Measures (Individuals); Mathematics Instruction; Instructional Design; Computer Software; Use Studies; Comparative Analysis; Statistical Analysis; College Instruction; College Students; Instructional Effectiveness; Computer Science Education; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Ablaufplanung; Planungsprozess; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Concept Map; Messdaten; Mathematics lessons; Mathematikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Benutzerschulung; Statistische Analyse; Hochschullehre; Collegestudent; Unterrichtserfolg; Computer science lessons; Informatikunterricht; Niederlande
Abstract	Self-regulated learners are expected to plan their own learning. Because planning is a complex task, it is not self-evident that all learners can perform this task successfully. In this study, we examined the effects of two planning support tools on the quality of created plans, planning behavior, task load, and acquired knowledge. Sixty-five participants each worked with two versions of a planning tool. In one version, learning plans were actively constructed by the learners themselves; the other version provided learners with an adaptable computer-generated plan. The results indicated that the quality of learner-created plans was lower than computer-generated plans. Furthermore, participants reported a higher task load when they constructed the plans by themselves. However, participants gained more structural knowledge about the learning domain when they actively created plans. There was not an apparent preference for one of the tools if participants were to create a plan for someone else. However, if they were to use the plan for their own learning, participants preferred to actively create their own plans. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10