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Direct linkMihalca, Loredana; Mengelkamp, Christoph; Schnotz, Wolfgang – Metacognition and Learning, 2017
A possible explanation for why students do not benefit from learner-controlled instruction is that they are not able to accurately monitor their own performance. The purpose of this study was to investigate whether and how the accuracy of metacognitive judgments made during training moderates the effect of learner control on performance when…
Descriptors: Metacognition, Accuracy, Learner Controlled Instruction, Problem Solving
Lane, Kathleen Lynne; Royer, David J.; Messenger, Mallory L.; Common, Eric Alan; Ennis, Robin Parks; Swogger, Emily D. – Education and Treatment of Children, 2015
Instructional choice is a low-intensity strategy that requires little preparation, is easy to implement, and supports content instruction in the classroom. In this study we explored the effectiveness of two types of instructional choice--across-task and within-task choices--implemented classwide during writing instruction by classroom teachers…
Descriptors: Teacher Empowerment, Learner Engagement, Elementary School Students, Elementary School Teachers
Chen, Chun-Ying – Interactive Learning Environments, 2016
This study investigated the influence of cognitive support for learning computer-based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and…
Descriptors: Foreign Countries, College Freshmen, Computer Assisted Instruction, Multimedia Instruction
Download full textYamada, Reiko – International Education Journal: Comparative Perspectives, 2014
Ensuring gains in the learning outcomes of college students has become a major concern for Japanese higher education institutions. In recent decades, national and public as well as private universities have been forced to embed learning outcomes into their curriculum. A number of studies have shown that the learning outcomes of students are…
Descriptors: Foreign Countries, Outcomes of Education, College Students, Comparative Analysis
Tabbers, Huib K.; de Koeijer, Bastiaan – Instructional Science: An International Journal of the Learning Sciences, 2010
The "interactivity principle" in multimedia learning states that giving learners control over pace and order of instructions decreases cognitive load and increases transfer performance. We tested this guideline by comparing a learner-paced instruction with a system-paced instruction. Time-on-task and interactive behavior were logged, and were also…
Descriptors: Educational Technology, Animation, Multimedia Instruction, Comparative Analysis
Frick, Theodore W.; Chadha, Rajat; Watson, Carol; Zlatkovska, Emilija – Educational Technology Research and Development, 2010
Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a…
Descriptors: Feedback (Response), Course Objectives, Course Evaluation, Academic Achievement
