Výsledky vyhledávání - "Milou van Harsel"

Instructing students on effective sequences of examples and problems

Autor: Milou van Harsel, Peter P. J. L. Verkoeijen, Vincent Hoogerheide, Tamara van Gog

Publikováno v: Journal of Computer Assisted Learning, 38(1), 19. Wiley-Blackwell
Journal of Computer Assisted Learning, 38(1), 19-39. Wiley-Blackwell
Journal of Computer Assisted Learning, 38(1), 19-39. Wiley-Blackwell Publishing Ltd

Nowadays, students often practice problem-solving skills in online learning environments with the help of examples and problems. This requires them to self-regulate their learning. It is questionable how novices self-regulate their learning from exam

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::02a17b86072e36dc288395379e780e90
https://pure.eur.nl/en/publications/cf295952-3b23-4620-843d-e0c48c2d20bc

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Acquiring problem-solving skills in higher education: Sequencing and self-regulated learning from examples and problems

Autor: Milou van Harsel

Publikováno v: None

Problem-solving tasks form an important part of (higher education) curricula, especially in STEM-domains. For learners with little or no prior knowledge (novices), an effective way to learn new problem-solving tasks is by studying examples. These can

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6d8d5aa0ad37df5fcf7018984f68e99e
https://surfsharekit.nl/public/55db6132-77f6-4062-83e2-9d1865d2a5bd

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Author response for 'Instructing students on effective sequences of examples and problems: Does self‐regulated learning improve from knowing what works and why?'

Autor: Vincent Hoogerheide, Peter P. J. L. Verkoeijen, Tamara van Gog, Milou van Harsel

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::c67771b01d1c2d82c2fdcaedc62e1c5b
https://doi.org/10.1111/jcal.12589/v2/response1

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Effects of Different Sequences of Examples and Problems on Motivation and Learning

Autor: Tamara van Gog, Vincent Hoogerheide, Peter P. J. L. Verkoeijen, Milou van Harsel

Publikováno v: Contemporary Educational Psychology, 260-275. Elsevier
ISSUE=58;STARTPAGE=260;ENDPAGE=275;TITLE=Contemporary Educational Psychology
Contemporary Educational Psychology, 58, 260-275. Academic Press
Contemporary Educational Psychology, 58, 260. Academic Press Inc.

Recent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pair

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::38c89b03aff7719fd6323728b7899595
https://doi.org/10.1016/j.cedpsych.2019.03.005

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