NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ854611
Record Type: Journal
Publication Date: 2009-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Not Everybody Needs Help to Seek Help: Surprising Effects of Metacognitive Instructions to Foster Help-Seeking in an Online-Learning Environment
Stahl, Elmar; Bromme, Rainer
Computers & Education, v53 n4 p1020-1028 Dec 2009
Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, a number of recent studies indicate that learners are not using such help facilities effectively. We compared the effects of different metacognitive supports to foster learners' help-seeking behavior in an ILE for plant identification. Four groups of university students (n=51), each receiving a different metacognitive instruction, had to determine living plants. They had to think-aloud and were video recorded during the experiment. At the end of the session they completed a knowledge test. The surprising effect was that students in all groups were effective help-seekers. They adapted their help-seeking behavior to the complexity of the plants in an effective way. The results indicate that for students on university level effective help-seeking seems to depend largely on motivational factors. (Contains 1 table and 4 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A