Learning from Animated Classroom Exemplars: The Case for Guiding Student Teachers' Observations with Metacognitive Prompts

Autor/in	Moreno, Roxana
Titel	Learning from Animated Classroom Exemplars: The Case for Guiding Student Teachers' Observations with Metacognitive Prompts
Quelle	In: Educational Research and Evaluation, 15 (2009) 5, S.487-501 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Cognitive Processes; Memory; Self Control; Student Teachers; Learning Motivation; Instructional Materials; Teaching Methods; Animation; Computer Assisted Instruction; Prompting; Observation; Scores; Educational Technology; Transfer of Training; Hypothesis Testing; Attention; Prior Learning; Active Learning; Metacognition; Learning Theories; Pretests Posttests + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Gedächtnis; Selbstbeherrschung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Motivation for studies; Lernmotivation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Benutzerführung; Beobachtung; Training; Transfer; Ausbildung; Hypothesenprüfung; Hypothesentest; Aufmerksamkeit; Vorkenntnisse; Aktives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning theory; Lerntheorie
Abstract	Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students learned by solely observing the classroom animations, whereas others were presented with the expert's metacognitive prompts during their observations, either with or without the presence of the expert on the computer screen. Metacognitive prompts consisted of activating the teaching principles learned and focusing students' attention on relevant classroom information. Student teachers who were not provided with metacognitive prompts took longer time to study the instructional materials, produced lower scores in a transfer test, and showed lower motivation to learn than their counterparts. Consistent with past research on animated pedagogical agents, the expert teacher's presence on the computer screen did not affect learning. The findings support the need to use metacognitive prompts to help novice students effectively learn from virtual classroom scenarios. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10