Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Markus H. Hefter"'
Autor:
Markus H. Hefter
Publikováno v:
Scientific Reports, Vol 14, Iss 1, Pp 1-10 (2024)
Abstract Distance video learning, especially with how-to videos, has become extremely popular. Whereas previous studies revealed note-taking as a prominent and promising support measure for video learning in the lab, we focus on note-taking while lea
Externí odkaz:
https://doaj.org/article/0c7082479b014df0bb9685ff116fc8fd
Publikováno v:
International Journal of Educational Technology in Higher Education, Vol 20, Iss 1, Pp 1-16 (2023)
Abstract In recent years, COVID-19 policy measures massively affected university teaching. Seeking an effective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures.
Externí odkaz:
https://doaj.org/article/0357f75387d642449fc14a51cbc3e432
Autor:
Markus H. Hefter, Holger Nitsch
Publikováno v:
Education Sciences, Vol 14, Iss 2, p 118 (2024)
Online learning has boomed, especially in synchronous settings. Questions remain open regarding the influence of interruptions and learner factors such as interest and achievement goals on learning engagement and outcomes. To address these questions,
Externí odkaz:
https://doaj.org/article/63d61b2899c443839d09bef64493b7c8
Autor:
Markus H. Hefter, Kirsten Berthold
Publikováno v:
Interactive Learning Environments. :1-13
Numerous effective digital learning environments have evolved over the last few years built around video examples that follow an introduction phase and are often supplemented by prompts. The learning mechanisms behind these components remain subject
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ff52155306411da30b8760cc41d98972
https://doi.org/10.1080/10494820.2022.2164786
https://doi.org/10.1080/10494820.2022.2164786
Autor:
Kirsten Berthold, Markus H. Hefter
Publikováno v:
Learning Environments Research. 25:17-39
In two experiments with German secondary school students (N 1 = 43; N2 = 41), we aimed to analyze and optimize an effective learning environment. We sought further active ingre- dients and crucial factors for deep processing during an example-based t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a9f6e4b2ecc0e803c20594611883af52
https://doi.org/10.1007/s10984-020-09347-6
https://doi.org/10.1007/s10984-020-09347-6
In the mathematics domain, learning from worked examples is a best practice method for initial skill acquisition. However, open questions refer to effective digital training interventions in the field. Subject to these questions are the potential eff
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c105b0f9e8f6dfe57b029184fd03fa62
https://doi.org/10.30722/ijisme.30.04.003
https://doi.org/10.30722/ijisme.30.04.003
Future teachers face the challenge of whether and how to address their students' misconceptions—naïve concepts that often conflict with the correct scientific concepts taught at school. We developed a short-term digital training intervention on in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::facd491232a119f2d3e3c9f40c92acef
https://pub.uni-bielefeld.de/record/2962645
https://pub.uni-bielefeld.de/record/2962645
Learning from instructional explanations is one of the most established, prevalent, and obvious ways of learning—but it carries the risk of shallow processing. Unlike previous research that focused on providing digital just-in-time support measures
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9c6adc6bacbb5465147ed92e35e02b07
https://doi.org/10.58459/rptel.2023.18008
https://doi.org/10.58459/rptel.2023.18008
Autor:
Markus H. Hefter
Publikováno v:
Technology, Knowledge and Learning.
The rising prevalence of online courses and ubiquitous smartphone use pose challenges to researchers and instructors. Open questions concern the effectiveness of digital interventions under unsupervised non-lab conditions, as well as potential associ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3fd1fbd95c582b8d17d43cb188ff1da3
https://doi.org/10.1007/s10758-021-09563-w
https://doi.org/10.1007/s10758-021-09563-w
Publikováno v:
Journal of Educational Psychology. 111:1396-1405
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 (N1 = 57; N2 = 4
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::87012639e17f829c1b595148b77b378b
https://doi.org/10.1037/edu0000350
https://doi.org/10.1037/edu0000350