Literaturnachweis - Detailanzeige
| Autor/inn/en | Blayney, Paul; Kalyuga, Slava; Sweller, John |
|---|---|
| Titel | Interactions between the Isolated-Interactive Elements Effect and Levels of Learner Expertise: Experimental Evidence from an Accountancy Class |
| Quelle | In: Instructional Science: An International Journal of the Learning Sciences, 38 (2010) 3, S.277-287 (11 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-4277 |
| DOI | 10.1007/s11251-009-9105-x |
| Schlagwörter | Computer Assisted Instruction; Teaching Methods; Investigations; Undergraduate Students; Interaction; Universities; Accounting; Learning Processes; Difficulty Level; Evaluation Methods; Information Processing; Experience |
| Abstract | This study investigated interactions between the isolated-interactive elements effect and levels of learner expertise with first year undergraduate university accounting students. The isolated-interactive elements effect occurs when learning is facilitated by initially presenting elements of information sequentially in an isolated form rather than in a fully interactive form. The expertise reversal effect occurs when the relevant advantage of one instructional technique over another reverses depending on the learner's level of expertise. The results provided support for the predicted interaction with lower expertise students benefitting from the isolated elements instructional method, while students with more expertise learned more from the interacting elements format. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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