Literaturnachweis - Detailanzeige
Autor/inn/en | Kuo, Fan-Ray; Hwang, Gwo-Jen; Lee, Chun-Chia |
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Titel | A Hybrid Approach to Promoting Students' Web-Based Problem-Solving Competence and Learning Attitude |
Quelle | In: Computers & Education, 58 (2012) 1, S.351-364 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0360-1315 |
DOI | 10.1016/j.compedu.2011.09.020 |
Schlagwörter | Blended Learning; Experimental Groups; Learning Strategies; Problem Solving; Program Effectiveness; Ability Grouping; Competence; Apprenticeships; Models; Cooperative Learning; Web Based Instruction; Cognitive Processes; Difficulty Level; Low Achievement; Comparative Analysis Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Homogene Gruppierung; Niveaugruppierung; Streaming; Kompetenz; Apprenticeship; Lehre; Analogiemodell; Kooperatives Lernen; Web Based Training; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Unterdurchschnittliche Leistung |
Abstract | Fostering problem-solving abilities has long been recognized as an important issue in education; however, past studies have shown that it is difficult and challenging to find effective learning strategies or tools for improving students' problem-solving abilities. To cope with this problem, in this study, a hybrid approach that integrates the cognitive apprenticeship model with the collaborative learning strategy is proposed for conducting web-based problem-solving activities. Students' problem-solving performance is examined in such a hybrid learning context. Furthermore, past studies indicate that cognitive load could affect learners' performance; thus, the influence of cognitive load on students' problem-solving effectiveness with this new approach is investigated in depth. The experimental results show that middle- and low-achievement students in the experimental group gained significant benefits from the hybrid approach in comparison with those who learned with the traditional approach. Accordingly, a discussion of how to accommodate the needs of different learning ability groups is provided. (Contains 4 figures and 6 tables.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |