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Article de revue:
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ID no. (ISBN etc.): 0959-4752
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Clé de citation BibTeX: Stark1998
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Stark, R., Gruber, H., Renkl, A., & Mandl, H. (1998). Instructional effects in complex learning: Do objective and subjective learning outcomes converge? Learning and Instruction, 8(2), pp. 117–129.
Ajoutée par: Sterenn Audo 2008-02-06 15:06:13
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Catégories: apprentissage, Full text, Résolution de problèmes
Descripteurs: complex learning, Contextual Associations, Germany, multiple learning contexts & problem solving guidance, problem solving, School Learning, Teaching Methods, Vocational School Students, vocational school students (mean age 19 yrs)
Auteurs: Gruber, Mandl, Renkl, Stark
Collection: Learning and Instruction
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Nombre de vues: 361
Popularité: 32.73%
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Résumé
Investigated the influence of multiple learning contexts and problem solving guidance on the acquisition of applicable knowledge and subjective learning outcomes in complex learning. Using a 2 × 2 factorial design, 60 economics students (mean age 19 yrs) from a vocational school were confronted with 1 of 4 conditions when learning with a computer-based simulation of a company (factor 1: learning context [uniform learning contexts vs multiple learning contexts]; factor 2: problem solving guidance [unguided problem solving vs guided problem solving]). No single learning condition was superior with regard to all learning outcomes. Multiple learning contexts in combination with problem solving guidance turned out to be the most suitable learning condition when objective learning outcomes were taken into consideration. The problem solving guidance procedure, however, led to a rather pessimistic self-evaluation of learning outcomes. The problem of self-evaluation of learning outcomes in complex learning is discussed, and remedies are proposed. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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