An Online Learning System Supporting Student-Generated Explanations for Questions: Design, Development, and Pedagogical Potential

Autor/in	Yu, Fu-Yun
Titel	An Online Learning System Supporting Student-Generated Explanations for Questions: Design, Development, and Pedagogical Potential
Quelle	In: Interactive Learning Environments, 30 (2022) 5, S.782-802 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Fu-Yun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1686398
Schlagwörter	Integrated Learning Systems; Teaching Methods; Peer Relationship; Computer Mediated Communication; Learning Processes; Outcomes of Education; Cognitive Development; Affective Behavior; Questioning Techniques; Multimedia Instruction; Feedback (Response); Student Attitudes; Scaffolding (Teaching Technique); Grade 7; Foreign Countries; Chinese; Language Arts; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Computerkonferenz; Learning process; Lernprozess; Lernleistung; Schulerfolg; Kognitive Entwicklung; Affective disturbance; Active behaviour; Affektive Störung; Befragungstechnik; Fragetechnik; Multimediales Lernen; Schülerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; China; Chinesen; Sprachkultur
Abstract	An online system leveraging self-explanation was developed. The theoretical basis and design principles guiding the development of the system were explicated. Four evaluation studies were conducted to assess the student-generated explanations component accompanying student-generated questions (SQG) and the embedded designs. The analyzed data revealed several important findings. First, SGQ complemented by student-generated explanations (as compared to SGQ alone) was regarded as promoting learning better by a sizeable majority of the participants, and its facilitating effects on cognitive and affective aspects were noted. Second, the fact that the exact same set of cognitive and affective gains and similar patterns in the spread of responses were found from the explanation-generation for self- and peer-generated questions provided preliminary evidence supporting the "manageable versatility" design principle. Third, the result indicating that a predominant percent of the participants supported online practice on SGQ complemented by student-generated explanations substantiated the "manageable integration" guiding principle. Finally, the finding that a significantly greater percentage of the participants felt multimedia-equipped explanations to be better for SGQ (as compared to text-based explanations), both cognitively and affectively, provided preliminary evidence supporting the effectiveness of the multimedia design in terms of attaining the multiple feedback functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01