Effects of self-explanation on applying decision rules in an online learning environment

İltüzer, Y.; Çevik, Yasemin Demiraslan

doi:10.1007/s10639-021-10499-y

Cited by 7 publications

(3 citation statements)

References 55 publications

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“…This suggests that there was no improvement in performance between the pre-test and posttest. However, some studies disagree with this finding, though they agree that WOETA improves performance (Iltüzer & Çevik, 2021;Van Gog et al, 2011). However, data shows no statistically significant performance between the pre-test and post-test scores with a P-value of 3,55128563976374, more than P<0,05.…”

Section: Straight Line Geometry -mentioning

confidence: 92%

The Effect of the Euclidean Geometry Short Learning Programme Using the Worked-Out Examples Teaching Approach on Mathematics Teachers' Performance

Rabaza

Hamilton²

2022

JOHME

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The studies on the worked-out examples teaching approach (WOETA) have been investigated globally and in South Africa, showing gains in learners' performance. This study reports on the Euclidean geometry short learning programme (EGSLP), which used worked-out examples teaching approach (WOETA) intervention to secondary mathematics teachers enrolled in one university campus in the Free State province. This study used one group pretest-posttest research design.65 participants completed the pre-test, participated in WOETA, and later completed the post-test. The WOETA engaged the participants in the Euclidean geometry six topics, straight-line geometry, classification of triangles, Pythagoras, similarity and congruency, properties of polygons, and measurement that helped them to acquire procedural and conceptual knowledge. The findings revealed that the WOETA improved the participants' performance in two topics, straight-line geometry and classification of triangles. In contrast, it failed in four topics Pythagoras, similarity and congruency, properties of polygons, and measurement. Cronbach alpha was used to calculate the reliability of the pre-test and was 0,52, while the post-test reliability was 0.30, and these values were deemed not acceptable and not reliable. The findings also revealed that the WOETA does not affect participants' Euclidean geometry performance.

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Section: Straight Line Geometry -mentioning

confidence: 92%

The Effect of the Euclidean Geometry Short Learning Programme Using the Worked-Out Examples Teaching Approach on Mathematics Teachers' Performance

Rabaza

Hamilton²

2022

JOHME

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“…We will also consider the Guidance Fading Effect, which suggests that as learners gain proficiency, guidance should be gradually reduced, and the Imagination Effect which underlines the power of mental imagery in learning [27]. The Self-Explanation Effect advocates for learners to articulate their understanding [28], and the Element Interactivity Effect [29] focuses on handling complex, interactive topics.…”

Section: Cognitive Load Theorymentioning

confidence: 99%

“…It involves learners explaining concepts, problems, or solutions to themselves in their own words as they engage with educational materials. When individuals actively articulate and clarify their understanding, they tend to learn and retain information more effectively [28]. Self-explanation helps learners identify gaps in their comprehension and reinforce their grasp of the subject matter, promoting deeper understanding.…”

Section: Effects Of Clt Considered In This Workmentioning

confidence: 99%

Applying Cognitive Load Theory to eLearning of Crafts

Partarakis,

Zabulis

2023

MTI

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Craft education and training are important for preserving cultural heritage and fostering artisanal skills. However, the pedagogical challenges in this domain are numerous. This research paper presents a comprehensive framework for applying Cognitive Load Theory to enhance craft education and training via eLearning platforms. In this study, practical guidelines based on CLT principles are provided to optimize the instructional design and content delivery. These guidelines scaffold craft learning experiences within eLearning platforms and encompass strategies to manage cognitive load, promote active learning, and facilitate gradual transition. Subsequently, the paper details the implementation of these guidelines within a popular eLearning platform, Moodle, emphasizing its adaptability and utility for craft education. It discusses the customization of Moodle courses to align with the cognitive load management principles, providing a practical blueprint for educators and instructional designers. The research culminates in a case study, wherein the guidelines are applied to a craft eLearning course using Moodle.

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Self-explanation prompts in video learning: an optimization study

Wang,

2024

Educ Inf Technol

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Effects of self-explanation on applying decision rules in an online learning environment

Cited by 7 publications

References 55 publications

The Effect of the Euclidean Geometry Short Learning Programme Using the Worked-Out Examples Teaching Approach on Mathematics Teachers' Performance

The Effect of the Euclidean Geometry Short Learning Programme Using the Worked-Out Examples Teaching Approach on Mathematics Teachers' Performance

Applying Cognitive Load Theory to eLearning of Crafts

Self-explanation prompts in video learning: an optimization study

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