Reflective learning with complex problems in a visualization-based learning environment with expert support
Uloženo v:
| Název: | Reflective learning with complex problems in a visualization-based learning environment with expert support |
|---|---|
| Autoři: | Andre Kushniruk, Paul A. Kirschner, Minhong Wang, Bei Yuan, Jun Peng |
| Zdroj: | Wang, M, Yuan, B, Kirschner, P A, Kushniruk, A W & Peng, J 2018, 'Reflective learning with complex problems in a visualization-based learning environment with expert support', Computers in Human Behavior, vol. 87, pp. 406-415. https://doi.org/10.1016/j.chb.2018.01.025 |
| Informace o vydavateli: | Elsevier BV, 2018. |
| Rok vydání: | 2018 |
| Témata: | OUTCOMES, Problem solving, PERCEPTIONS, DEEP, Expert support, 4. Education, MODELS, 05 social sciences, Deeper learning, Reflection, STUDENTS, 02 engineering and technology, CONSTRUCTIVIST, 3. Good health, DESIGN, REPRESENTATIONAL GUIDANCE, 0202 electrical engineering, electronic engineering, information engineering, KNOWLEDGE, TECHNOLOGY, Computer-based learning environment, Deeper learningn, 0503 education, Visualization |
| Popis: | Effective learning through problem solving is difficult to realize as problem solving often involves complex processes that are inaccessible to novices. It is important to make the complex process visible to novices and provide them with necessary support throughout the tasks. This study proposes a computer-based learning environment that allows learners to capture their problem-solving process in a visual format for effective thinking and reflection. Moreover, expert support is incorporated to improve self-reflection by allowing learners to identify the difference between their performance and that of the expert. This study adopted a pretest-posttest control group design. The experimental group used the visualization-based learning environment involving expert support, while the control group used the visualization-based learning environment without expert support. Forty-five senior year medical students completed the study with five diagnostic problem-solving tasks in four weeks. The results showed that the inclusion of expert support made the visualization-based reflective learning environment more effective in improving learners’ problem-solving performance, supporting their construction of knowledge from problem-solving tasks, and improving their confidence and satisfaction with the learning experience. |
| Druh dokumentu: | Article |
| Popis souboru: | application/pdf |
| Jazyk: | English |
| ISSN: | 0747-5632 |
| DOI: | 10.1016/j.chb.2018.01.025 |
| Přístupová URL adresa: | https://research.ou.nl/en/publications/cec21fb2-d5e9-414a-ab9a-4fb4a704a58c https://doi.org/10.1016/j.chb.2018.01.025 https://www.sciencedirect.com/science/article/pii/S0747563218300311 http://hub.hku.hk/handle/10722/252072 https://www.narcis.nl/publication/RecordID/oai%3Aresearch.ou.nl%3Apublications%2Fcec21fb2-d5e9-414a-ab9a-4fb4a704a58c https://doi.org/10.1016/j.chb.2018.01.025 https://core.ac.uk/display/157822885 https://dblp.uni-trier.de/db/journals/chb/chb87.html#WangYKKP18 https://research.ou.nl/en/publications/cec21fb2-d5e9-414a-ab9a-4fb4a704a58c https://research.ou.nl/ws/files/41289916/1_s2.0_S0747563218300311_main.pdf https://www.scopus.com/pages/publications/85041956787 https://doi.org/10.1016/j.chb.2018.01.025 http://hdl.handle.net/10722/252072 |
| Rights: | Elsevier TDM taverne |
| Přístupové číslo: | edsair.doi.dedup.....75e450ede95c154c10bacdc658a50f7c |
| Databáze: | OpenAIRE |
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstrakt: | Effective learning through problem solving is difficult to realize as problem solving often involves complex processes that are inaccessible to novices. It is important to make the complex process visible to novices and provide them with necessary support throughout the tasks. This study proposes a computer-based learning environment that allows learners to capture their problem-solving process in a visual format for effective thinking and reflection. Moreover, expert support is incorporated to improve self-reflection by allowing learners to identify the difference between their performance and that of the expert. This study adopted a pretest-posttest control group design. The experimental group used the visualization-based learning environment involving expert support, while the control group used the visualization-based learning environment without expert support. Forty-five senior year medical students completed the study with five diagnostic problem-solving tasks in four weeks. The results showed that the inclusion of expert support made the visualization-based reflective learning environment more effective in improving learners’ problem-solving performance, supporting their construction of knowledge from problem-solving tasks, and improving their confidence and satisfaction with the learning experience. |
|---|---|
| ISSN: | 07475632 |
| DOI: | 10.1016/j.chb.2018.01.025 |