Does Instructional Approach Matter? How Elaboration Plays a Crucial Role in Multimedia Learning

Autor/inn/en	Eysink, Tessa H. S.; de Jong, Ton
Titel	Does Instructional Approach Matter? How Elaboration Plays a Crucial Role in Multimedia Learning
Quelle	In: Journal of the Learning Sciences, 21 (2012) 4, S.583-625 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2011.611776
Schlagwörter	Multimedia Instruction; Hypermedia; Educational Environment; Inquiry; Active Learning; Teaching Methods; Educational Attitudes; Constructivism (Learning); Learning Processes; Observational Learning; Outcomes of Education; Foreign Countries; Grade 10; Secondary School Students; Netherlands + Suchen Sie Ihr Suchwort? Multimediales Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Learning process; Lernprozess; Imitationslernen; Lernleistung; Schulerfolg; Ausland; Sekundarschüler; Niederlande
Abstract	This study compared the affordances of 4 multimedia learning environments for specific learning processes. The environments covered the same domain but used different instructional approaches: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. Although they all promote an active attitude, they differ in the specific learning processes they intend to foster. In earlier research (Eysink et al., 2009), we found that learners involved in self-explanation-based or inquiry learning had the highest learning outcomes. In these approaches learners were required to generate (parts of) the subject matter, from which we concluded that they presumably stimulated learners to elaborate. Therefore, in the present study we expected that learners involved in self-explanation-based or inquiry learning would engage in more learning processes connected to elaboration than would learners involved in hypermedia or observational learning. Forty participants worked through the learning environments while thinking aloud; their protocols were coded using a generic learning processes scheme. Results showed that self-explanation-based learning and inquiry learning led to greater engagement in learning processes in general and more elaborative processes in particular. The results suggest that elaboration is indeed the key process explaining differences in learning across different instructional approaches within multimedia learning environments. (Contains 11 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10