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Effective and Efficient Acquisition of Argumentation Knowledge by Self-Explaining Examples: Videos, Texts, or Graphic Novels?
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Hefter, Markus H.; ten Hagen, Inga; Krense, Claudia; Berthold, Kirsten; Renkl, Alexander – Journal of Educational Psychology, 2019
A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N[subscript 1] = 57; N[subscript 2] = 43). The students acquired argumentation knowledge by self-explaining…
Descriptors: Instructional Effectiveness, Efficiency, Persuasive Discourse, Demonstrations (Educational)
Addressing Knowledge Deficits in Tutoring and the Role of Teaching Experience: Benefits for Learning and Summative Assessment
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Herppich, Stephanie; Wittwer, Jörg; Nückles, Matthias; Renkl, Alexander – Journal of Educational Psychology, 2014
In the course of tutoring, tutors have the opportunity to formatively assess a tutee's understanding. The information gathered by engaging in formative assessment can be used by tutors not only to adapt instruction in order to enhance learning but also to form a summative judgment in order to document a tutee's learning after tutoring.…
Descriptors: Role, Teaching Experience, Formative Evaluation, Summative Evaluation