Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

Autor/inn/en	Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann
Titel	Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment
Quelle	In: Journal of Educational Computing Research, 51 (2015) 4, S.397-416 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Web Based Instruction; Questioning Techniques; Learning Activities; Academic Achievement; Comparative Analysis; Instructional Effectiveness; College Students; Foreign Countries; Questionnaires; Germany + Suchen Sie Ihr Suchwort? Web Based Training; Befragungstechnik; Fragetechnik; Lernaktivität; Schulleistung; Unterrichtserfolg; Collegestudent; Ausland; Fragebogen; Deutschland
Abstract	Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are many open questions on how to design and implement the questions in order to help students to master the demands of web-based learning. This article presents findings from an experiment which deals with the different ways of implementing sets of learning questions in web-LEs. The study investigates whether different distributions of learning questions have an effect on learning activities and achievement. Participants worked on 16 learning questions either distributed within the learning environment in a fine-grained way (1 learning question after each of the 16 subchapters), in a medium-grained way (4 learning questions after every 4 subchapters), or presented blocked (8 learning questions after every 8 subchapters). Blocked presentation of learning questions resulted in less achievement compared to medium-grained and fine-grained distribution of the same learning questions. Learning process data indicates different learning activities in the 3 groups. Participants of the medium-grained group reported more monitoring of their learning process. The results are discussed concerning possible implications for instructional design and future research in the field of web-LEs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01