Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning

Richter, Juliane; Lachner, Andreas; Jacob, Leonie; Bilgenroth, Friederike; Scheiter, Katharina

doi:10.1111/jcal.12673

Cited by 9 publications

(6 citation statements)

References 67 publications

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“…First, the data of this study were collected from seven colleges/universities, and our findings may not be adequate for all students who are required to enrol in various internship programs that adopt group‐based PBL activities. Future studies are encouraged to examine the original or extended versions of our research model using data collected from different countries and regions or data from other professional areas to enrich the current understanding of the application of a group‐based PBL approach in internship programs (Chu et al, 2019), large classes (Doo & Bonk, 2020), or engaged/inquiry learning programs (De Jong, 2019; Karabulut‐Ilgu et al, 2018; Richter et al, 2022). Second, our investigation of students' perceived PBL performance is based on data regarding students' perceived, self‐reported performance indicators, rather than the students' actual scores.…”

Section: Discussionmentioning

confidence: 99%

“…From the perspective of instructors, the LINE app can also be a convenient way for instructors to manage their clinical courses efficiently. The instructors will try to reduce interns' learning loads needed to achieve the learning objectives of the internship courses, including time spent on tasks, the investment of efforts, and the number of practice cases required (Richter et al, 2022;van Merriënboer & Kirschner, 2018) Trust (Chou & Hsu, 2018;Tsai & Bagozzi, 2014) Ability (TA)…”

Section: Implications For Theorymentioning

confidence: 99%

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Analysis of the social interaction of perceived problem‐based learning performance in internship courses

Lin

Wang

2022

Computer Assisted Learning

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Background This study aims to integrate the theories of social presence and social identity to examine the effectiveness of group‐based problem‐based learning (PBL) in learning communities. Social presence is a critical factor in determining the success of collaborative learning in group‐based PBL activities. Although several studies have investigated the effects of using self‐directed and collaborative learning, they present weak evidence within those studies to explain the impact of social interaction on perceived PBL performance in nursing internship programs. Objectives This study develops a second‐order formative model to examine the relationship between social presence, trust, social identification and students' perceived PBL performance. Methods The partial least squares technique is used to analyse data from 409 nursing interns who studied at seven medical universities or nursing colleges. Results and Conclusions The results indicate that all hypotheses are supported, which is an underaddressed topic in the nursing internship education literature. Notably, the findings of this study contribute to a better understanding of the interns' perceived PBL performance during the internship.

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Section: Discussionmentioning

confidence: 99%

Section: Implications For Theorymentioning

confidence: 99%

Analysis of the social interaction of perceived problem‐based learning performance in internship courses

Lin

Wang

2022

Computer Assisted Learning

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“…Cronbach's alpha for the prior knowledge test was 0.43. The tests used in this study evaluated a wide range of knowledge, rather than a single structure (Colliot & Jamet, 2018;Fiorella et al, 2020;Richter et al, 2022). In such cases, Cronbach's alpha becomes a lower-bound estimate of internal consistency rather than a true estimate due to the assumption of tau equivalence was violated (McNeish, 2018).…”

Section: Methodsmentioning

confidence: 99%

Benefits of prompting students to generate summaries during pauses in segmented multimedia lessons

Wang

Mayer

et al. 2023

Computer Assisted Learning

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Background How to improve learning with online multimedia lessons has attracted widespread concern. Prior studies have attempted to help students learn by breaking a video lesson into several segments. However, there has been a debate about whether learners can use pause time effectively and whether prompting them to engage in different types of generative learning activities during pauses can better facilitate learning. Objectives This study aimed to explore how to maximize learning by asking students to engage in generative processing activities during pauses in segmented narrated video lessons. Methods Three experiments explored the effectiveness of segmenting, and whether adding summaries between segments can improve learning performance. In Experiment 1, participants were asked to view a segmented video or a continuous video. In Experiment 2, we examined whether adding summarizing activities during pauses can improve the effects of segmenting. In Experiment 3, we further investigated the effects of adding different types of summarizing activities during pauses. Results and Conclusions In Experiment 1, segmenting improved performance on retention tests, but not on transfer tests. In Experiment 2, the effects of segmenting on the retention and transfer tests were enhanced when learners were asked to produce written summaries during the pauses. In Experiment 3, asking participants to imagine or write summaries during the pauses in segmented lessons improved retention and transfer test performance, but providing a summary only helped on retention. Takeaways Adding generative learning activities (i.e., summarizing) during pauses prompted learners to learn the material more deeply. Results are consistent with the ICAP framework and the cognitive theory of multimedia learning.

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“…Therefore, finding the optimal balance between providing students with instructional support and freedom is crucial and this balance could depend on students' prior knowledge and motivation (Richter et al, 2022;Roelle & Renkl, 2019).…”

Section: Experimentation Skillsmentioning

confidence: 99%

How do Students' Cognitive and Motivational Characteristics Relate to Experimentation Skills and Conceptual Understanding during Scientific Inquiry

Omarchevska¹,

Lachner²,

Jacob³

et al. 2023

Preprint

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Inquiry learning relies on students’ engagement, which is driven by their cognitive and motivational characteristics. The role of student characteristics for inquiry learning has been sparingly investigated and only from a variable-oriented perspective. In contrast, this study employed a person-centered approach to investigate the combined influence of students’ cognitive and motivational characteristics in relation to experimentation skills and conceptual understanding during guided inquiry learning. All students (N = 110, Mage = 12.07) attended a lesson about photosynthesis and worked on a structured inquiry task individually. Experimentation skills were measured by the proportion of controlled experiments that students conducted. Conceptual understanding comprised students’ written argumentation and conceptual knowledge posttest scores. We identified three distinct clusters, based on students’ prior knowledge, self-concept, and interest – Underestimating, Struggling, and Strong. Although Struggling students conducted a significantly higher proportion of controlled experiments than Strong students, Underestimating and Strong students outperformed them in the conceptual knowledge posttest. We found no differences in argumentation quality. These findings suggest that highly guided tasks might not be equally suitable for students with different levels of interest, prior knowledge, and self-concept and attest to the benefits of using person-oriented methods. Therefore, students’ motivation needs to be considered in addition to their prior knowledge when designing guidance for inquiry learning.

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Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning

Cited by 9 publications

References 67 publications

Analysis of the social interaction of perceived problem‐based learning performance in internship courses

Analysis of the social interaction of perceived problem‐based learning performance in internship courses

Benefits of prompting students to generate summaries during pauses in segmented multimedia lessons

How do Students' Cognitive and Motivational Characteristics Relate to Experimentation Skills and Conceptual Understanding during Scientific Inquiry

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