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A Web-based Decision Support Tool 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Understanding Complex Natural Systems 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Serious and Playful Inquiry 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Using a Wiki to Students’ Collaborative Writing 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Redesigning a Web-Conferencing Environment 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Exploring the Meaningful Learning 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Scaffolding Students’ Development 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Scaffolding Creative Reasoning and Learning 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Effects of multimedia on cognitive load 普通类
This study investigates effects of multimedia on cognitive load, self-efficacy and learners’ ability to solve multiple rule-based problems. Two hundred twentytwo college students were randomly assigned to interactive and noninteractive multimedia groups. Based on Engelkamp’s multimodal theory, the present study investigates the role of multimedia in multiple rule-based problem solving. The findings indicate that providing learners with manipulative function in multimedia would facilitate their problem solving through reduced cognitive load and improved self-efficacy. The study identifies a significant mediator effect for self-efficacy that mediates between multimedia and learners’ problem solving. Discussion focuses on the effects of multimedia and self-efficacy on learners’ performance in multiple rule-based problem solving. Suggestions are made with regard to the design of problem solving in future studies.
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Visualizing 普通类
Abstract This case study illustrates the sequential process of the joint and individual knowledge elaboration in a computer-supported collaborative learning (CSCL) environment. The case comprised an Internet-based physics problem-solving platform. Six Dutch secondary school students (three males, three females) participated in the three-week experiment. They were paired based on self-selection. Each dyad was asked to collaborate on eight moderately structured problems concerning Newtonian mechanics. Their online interactions, including their textual and pictorial messages, were categorized and sequentially plotted. The three dyads showed three different collaboration patterns in terms of joint and individual knowledge elaboration.