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Direct linkMcEldoon, Katherine L.; Durkin, Kelley L.; Rittle-Johnson, Bethany – British Journal of Educational Psychology, 2013
Background: Self-explanation, or generating explanations to oneself in an attempt to make sense of new information, can promote learning. However, self-explaining takes time, and the learning benefits of this activity need to be rigorously evaluated against alternative uses of this time. Aims: In the current study, we compared the effectiveness of…
Descriptors: Concept Formation, Learner Engagement, Problem Solving, Time on Task
