Download Beyond Knowledge: The Legacy of Competence: Meaningful by Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester PDF

By Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester

The edited and peer reviewed quantity offers chosen papers of the convention "Beyond knowlegde: the legacy of competence" geared up via EARLI SIG studying and guideline with pcs in cooperation with SIG tutorial layout. It displays the present state of the art paintings of students around the world in the zone of studying and guideline with desktops. mostly, components of computer-based studying environments assisting competence-focused wisdom acquisition but in addition foundational medical paintings are addressed. extra particular, contents disguise cognitive approaches in hypermedia and multimedia studying, social matters in computer-supported collaborative studying, motivation and emotion in combined studying and e-Learning.

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Additional info for Beyond Knowledge: The Legacy of Competence: Meaningful Computer-based Learning Environments

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Reflection is regarded as a mental process, which, applied to Instructor’s Scaffolding in Support of Student’s Metacognition 45 the act of learning, challenges students to use critical thinking to examine presented information, question its validity, and draw conclusions based on the resulting ideas. Effective learning situations require time for thinking. Students also reflect on themselves as learners when they evaluate the thinking processes they used to determine which strategies worked best.

001. 05. This indicates that the higher the complexity level, the higher the mental effort score, and that the mental effort score is significantly higher on the individual scale than on the group member scale. 075. Discussion The goal of this study was twofold. First, it was hypothesized that with low complexity tasks, group members would achieve the same test performance, but with higher learning effort than individuals because of the transaction costs. With high complexity tasks, group members were expected to achieve a higher test performance with lower learning effort than individuals, because the transaction costs are minimal compared to the gain afforded by a division of cognitive load.

In the present study we focus on the importance of assessing instructors’ scaffolding in an online course. The online format is often conceived as a forum for exchanging thoughts and feelings in the course of studies. Consequently this format may constitute a unique and valuable tool for documenting and examining the links between teaching, learning, and the processes of reflection. The online course environment seems particularly suited for deriving metacognitive measures based on the easily obtainable and comprehensive protocol of learners’ explicit written reflections.

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