Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. onli...

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Bibliographic Details
Published in:	Educational technology research and development Vol. 60; no. 2; pp. 193 - 221
Main Authors:	Noroozi, Omid, Busstra, Maria C., Mulder, Martin, Biemans, Harm J. A., Tobi, Hilde, Geelen, Anouk, van't Veer, Pieter, Chizari, Mohammad
Format:	Journal Article
Language:	English
Published:	Boston Springer Science + Business Media 01.04.2012 Springer US Springer Springer Nature B.V
Subjects:	Academic Achievement argumentative knowledge construction Case Method (Teaching Technique) cognitive load theory Cognitive Structures Collaboration collaborative argumentation Collaborative learning communication Comparative Analysis Computer Assisted Instruction Computer Mediated Communication Computers Cooperative Learning Design evaluation diagrams Discussion Education Educational activities Educational Environment Educational Practices Educational psychology Educational Technology Electronic Learning Equipment and supplies face-to-face Graphs Group work in education Human behavior Instructional Design Instructional Materials Interactive learning Internet just-in-time Learning Learning and Instruction Learning Processes memory Nutrition Online instruction Online learning Outcomes of education Prerequisites representational guidance RESEARCH ARTICLE Retention (Psychology) Teaching Team learning approach in education Time Factors (Learning) Interactive learning environments Digitally supported learning environment Collaborative learning Computer-supported collaborative learning Timing of supportive information presentation
ISSN:	1042-1629, 1556-6501
Online Access:	Get full text
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