NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ938853
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1541-4914
Self-Explanation Prompts on Problem-Solving Performance in an Interactive Learning Environment
Kwon, Kyungbin; Kumalasari, Christiana D.; Howland, Jane L.
Journal of Interactive Online Learning, v10 n2 p96-112 Sum 2011
This study examined the effects of self-explanation prompts on problem-solving performance. In total, 47 students were recruited and trained to debug web-program code in an online learning environment. Students in an open self-explanation group were asked to explain the problem cases to themselves, whereas a complete other-explanation group was provided with partial explanations and asked to complete them by choosing correct key-words. The results indicate that students in the open self-explanation condition (a) outperformed in a debugging task, (b) perceived higher confidence for their explanations, and (c) showed a strong positive relationship between the quality of their explanation and their performance. These results demonstrate the benefits of the open self-explanation prompts. Cognitive load of self-explanation and quality of explanation are discussed. (Contains 5 tables and 3 figures.)
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A