How Do Higher Education Students Regulate Their Learning with Video Modeling Examples, Worked Examples, and Practice Problems?

Autor/inn/en	van Harsel, Milou; Hoogerheide, Vincent; Janssen, Eva; Verkoeijen, Peter; van Gog, Tamara
Titel	How Do Higher Education Students Regulate Their Learning with Video Modeling Examples, Worked Examples, and Practice Problems?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 5, S.703-728 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Harsel, Milou)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-022-09589-2
Schlagwörter	Video Technology; Metacognition; Problem Based Learning; Problem Solving; Computer Assisted Instruction; Instructional Design; Undergraduate Students; Task Analysis; Learning Processes; Scores; Student Behavior; Decision Making; Novices; Databases; Mathematics Instruction + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Aufgabenanalyse; Learning process; Lernprozess; Student behaviour; Schülerverhalten; Decision-making; Entscheidungsfindung; Datenbank; Mathematics lessons; Mathematikunterricht
Abstract	Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is questionable how novices self-regulate their learning from examples and problems, and to what extent their choices match with effective principles from instructional design research. In this study, 147 higher education students had to learn how to solve problems on the trapezoidal rule. During self-regulated learning, they were free to select six tasks from a database of 45 tasks that varied in task format (video examples, worked examples, practice problems), complexity level (level 1, 2, 3), and cover story. Almost all students started with (video) example study at the lowest complexity level. The number of examples selected gradually decreased and task complexity gradually increased during the learning phase. However, examples and lowest level tasks remained relatively popular throughout the entire learning phase. There was no relation between students' total score on how well their behavior matched with the instructional design principles and learning outcomes, mental effort, and motivational variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01