Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication |
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Authors: | J?rg Wittwer Matthias Nückles and Alexander Renkl |
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Institution: | (1) Educational Psychology and Developmental Psychology, Department of Psychology, University of Freiburg, Freiburg, Germany;(2) Leibniz Institute for Science and Mathematics Education, University of Kiel, Kiel, Germany;(3) Department of Educational Science, University of Freiburg, Freiburg, Germany;(4) Leibniz-Institut f?r die P?dagogik der Naturwissenschaften und Mathematik, Olshausenstr. 62, 24098 Kiel, Germany |
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Abstract: | To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors
are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This
is particularly true in computer-mediated settings where it is more difficult to thoroughly assess a learner’s understanding.
We present an approach that provides instructors in asynchronous and text-based computer-mediated communication settings with
information about a learner’s understanding that has sufficient diagnostic power to enable them to generate learner-tailored
explanations. A series of experiments testing this approach suggest several conclusions. First, instructors need information
about a learner to individualize explanations. Second, instructors are able to design explanations that are specifically adapted
to a learner’s individual understanding. Third, learner-tailored explanations facilitate the processing of new information
and make instructional communication more efficient. Fourth, learner-tailored explanations enhance a deep understanding of
the information processed and make instructional communication more effective. |
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