Literaturnachweis - Detailanzeige
| Autor/in | Ifenthaler, Dirk |
|---|---|
| Titel | Bridging the Gap between Expert-Novice Differences: The Model-Based Feedback Approach |
| Quelle | In: Journal of Research on Technology in Education, 43 (2011) 2, S.103-117 (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-1523 |
| Schlagwörter | Foreign Countries; Feedback (Response); Concept Mapping; Learning Processes; Climate; Expertise; Models; Experimental Groups; Instructional Design; Electronic Learning; Instructional Effectiveness; Comparative Analysis; Pretests Posttests; College Students; Computer System Design; Computer Software; Internet; Computer Assisted Instruction; Germany |
| Abstract | The study adds to the body of knowledge about different types of feedback. Feedback is considered a fundamental component for supporting and regulating learning processes. Especially in computer-based and self-regulated learning environments, the nature of feedback is of critical importance. Hence, this study investigates different types of automatically generated feedback. Seventy-four students participated in the experimental study, in which they had to write texts and create concept maps reflecting their understanding of climate change while receiving three different forms of model-based feedback. Results indicate that concept maps were structurally and semantically more similar to an expert solution than written texts. However, the form of the automatically created model-based feedback did not influence the type of representation. (Contains 4 tables and 1 figure.) (As Provided). |
| Anmerkungen | International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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