Literaturnachweis - Detailanzeige
| Autor/inn/en | Closser, Avery H.; Chan, Jenny Yun-Chen; Smith, Hannah; Ottmar, Erin |
|---|---|
| Titel | College Students' Input on the Design of Worked Examples for Online Environments [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022). |
| Quelle | (2022), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Students; Online Courses; Electronic Learning; Algebra; Technology Uses in Education; Mathematics Education; Curriculum Design |
| Abstract | Worked examples have been shown to improve student learning in algebra. However, less is known about how to design worked examples to support student learning in online settings. We explore how college students react to worked examples that vary in their degree of extensiveness and dynamicness. In an online, within-subjects study, 109 college students viewed six worked example presentations: (1) static concise; (2) static extended; (3) sequential concise; (4) sequential extended; (5) dynamic history; and (6) dynamic no history. Students rated the helpfulness of each worked example and explained their rating. We found that students rated the static concise presentation as the most helpful and the dynamic no history presentation as the least helpful example. Responses were coded by researchers for common themes and revealed insights that may inform how researchers and teachers design worked examples for online environments. [For the complete proceedings, see ED630210.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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