Reflection in example- and problem-based learning: effects of reflection prompts, feedback and cooperative learning

Autor:	Ulrike-Marie Krause, Robin Stark
Rok vydání:	2010
Předmět:	Cooperative learning Higher education business.industry Higher-order thinking Metacognition Education Problem-based learning Intervention (counseling) Mathematics education Individual learning Reflection (computer graphics) business Psychology Social psychology
Zdroj:	Evaluation & Research in Education. 23:255-272
ISSN:	1747-7514 0950-0790
Popis:	To examine the effects of reflection prompts, elaborated feedback and cooperation on learning and reflection, two experimental studies were conducted. For both studies, an example- and problem-based e-learning environment on correlation was used. In Study 1, 57 university students were randomly assigned to two conditions: with reflection prompts that asked students to give reasons for their decisions and without reflection prompts. The intervention promoted learning, and the students' reasons indicated substantial reflective processes. In Study 2, 137 university students were randomly assigned to four conditions: individual learning with or without feedback intervention and dyadic learning with or without feedback intervention. The feedback intervention clearly enhanced learning outcomes, whereas cooperative learning had no significant effect on learning. Perceived reflection was high in all groups, differences were nonsignificant.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::1dfbe77555aa7ad10d12d63badbb954e https://doi.org/10.1080/09500790.2010.519024 Zobrazit plný text záznamu