Enhancing computer-supported writing of learning protocols by adaptive prompts

Schwonke, Rolf; Hauser, Sabine; Nückles, Matthias; Renkl, Alexander

doi:10.1016/j.chb.2005.01.002

Cited by 33 publications

(29 citation statements)

References 13 publications

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“…For example, Atkinson et al (2003) showed that prompting learners to self-explain the underlying principles while learning from examples fostered their learning outcome. The effectiveness of prompting to induce productive learning activities while using a new learning method has been shown in the writing of learning protocols (Berthold et al 2004;Hübner et al 2006;Schwonke et al 2006). The positive effect of prompting learners to be engaged in successful activities even remained stable in a follow-up test where learners wrote a learning protocol without being prompted (Berthold et al 2004;Hübner et al 2006).…”

Section: Discussionmentioning

confidence: 93%

Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?

Renkl

2007

Instr Sci

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Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes (38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: 'non-labeling mappers' and 'non-planning mappers'. Effective learners, in contrast, showed much effort in planning their mapping process and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience ('advanced beginners') than in those who had not used this learning strategy before ('successful beginners'). Based on the present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect training approach (i.e., supporting the learners with strategy prompts) were developed.Keywords Concept map Á Mapping Á Learning strategy Á Training Á Learning from texts Á Thinking aloud Concept mapping is a method for representing knowledge graphically. Nodes represent concepts, and labeled links represent the relations between the concepts. The idea of concept mapping is based on Ausubel's assimilation theory of cognitive learning (Ausubel et al. 1978). According to Ausubel, the mind organizes information in a hierarchical top-down fashion. Concept maps visualize how concepts are hierarchically related and how concepts on the same hierarchical level are interrelated. As several studies have shown,

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Section: Discussionmentioning

confidence: 93%

Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?

Renkl

2007

Instr Sci

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“…The aim of the present longitudinal studies was to investigate longer-term effects of prompts as a method to support the writing of productive learning journals. Previous experimental research suggests that prompts may be very effective in stimulating cognitive and metacognitive strategies in writing a journal entry (Berthold et al 2007;Nückles et al 2009;Hübner et al 2009;Schwonke et al 2006). However, usually students are not required to merely produce a single journal entry as in those studies.…”

Section: Discussionmentioning

confidence: 95%

“…Another experimental study by Schwonke et al (2006) provided evidence that it might be beneficial to adapt the prompts to the individual strategic habits of the students. In their study, Schwonke and colleagues provided students either with prompts that encouraged strategies the students would spontaneously apply rather seldom, or the students received a random selection of prompts (taken from the same ''prompt pool'' as in the adaptation condition).…”

Section: Introductionmentioning

confidence: 97%

“…Thus, the superiority of prompting groups regarding learning outcomes did not simply result because they spent more time writing their journals as compared with the control groups. Nevertheless, in all these experimental studies, students were required to produce only a single journal entry, that is, a so-called learning protocol (see Berthold et al 2007;Nückles et al 2009;Schwonke et al 2006). In real world instructional settings, however, such as university seminars or lectures, students typically do not produce just one single learning protocol or journal entry.…”

Section: Introductionmentioning

confidence: 99%

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Expertise reversal effects in writing-to-learn

Nückles

Hübner²,

Dümer³

et al. 2009

Instr Sci

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This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the experimental group applied more cognitive and metacognitive strategies in their journals and showed higher learning outcomes than the control group. Towards the end of the term, the amount of cognitive and metacognitive strategies elicited by the experimental group decreased while the number of cognitive strategies applied by the control group increased. Accordingly, the experimental group lost its superiority on learning outcomes. In order to avoid these negative long-term effects of prompts, a gradual and adaptive fading-out of the prompts was introduced in the experimental group in Experiment 2 while a control group received permanent prompts. The results showed that, over the course of the term, the fading group applied increasingly more cognitive strategies while the control group applied fewer and fewer cognitive strategies. Accordingly, at the end of the term, the permanent prompts group showed substantially lower learning outcomes than the fading group. Together, these results provide evidence for an expertise reversal effect in writing-to-learn. The more the students became skilled in journal writing and internalized the desired strategies, the more the external guidance by prompts became a redundant stimulus that interfered with the students' internal tendency to apply the strategies and, thus, induced extraneous cognitive load. Accordingly, a gradual fading-out of the prompts in line with the learners' growing competencies proved to be effective in mitigating the negative side-effects of the provided instructional support.

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“…For example, Carlson and colleagues (2008) used a platform for calibrating the ability of engineering students to review peer assignments, with initial results that are promising. In other research, the computer has functioned as a tutor, providing contingent scaffolding for learning during the writing process (Schwonke et al, 2006). In yet another role for computing in WTL, Fisher (2007) created a simulation of a biotechnology organization using a content management system called MyCase.…”

Section: Social Practices In Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

166

119

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This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

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Enhancing computer-supported writing of learning protocols by adaptive prompts

Cited by 33 publications

References 13 publications

Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?

Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?

Expertise reversal effects in writing-to-learn

Trends in Research on Writing as a Learning Activity

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