The Impact of Prompting in Technology-Enhanced Learning as Moderated by Students' Motivation and Metacognitive Skills

被引：4

作者：

Papadopoulos, Pantelis M. ^{[1
]}

Demetriadis, Stavros N. ^{[1
]}

Stamelos, Ioannis G. ^{[1
]}

机构：

[1] Aristotle Univ Thessaloniki, Dept Informat, Thessaloniki 54621, Greece

来源：

LEARNING IN THE SYNERGY OF MULTIPLE DISCIPLINES, PROCEEDINGS | 2009年 / 5794卷

关键词：

Ill-structured domains; Question prompts; Case-based learning; Technology-enhanced learning; Motivation; Metacognitive skills; COLLABORATION; SCRIPTS; DESIGN;

D O I：

10.1007/978-3-642-04636-0_49

中图分类号：

TP301 [理论、方法];

学科分类号：

081202 ;

摘要：

This work explores the role of students' motivation and metacognitive skills as moderating factors that influence the impact of ail instructional method in the ill-structured domain of Software Project Management (SPM). In order to teach aspects of the SPM domain, we developed a web environment for case-based learning and implemented additionally a questioning strategy to help students focus oil important parts of the case material. The paper presents the results from three studies revealing how students' motivation and metacognitive awareness influenced their engagement in the cognitively challenging Situations induced by the method. The implication for instructors and designers is that implementing a promising method, to help students efficiently process the complex material in an ill-structured domain, might not always lead to the desired learning outcomes. Students' motivation and metacognitive skills should also be addressed, in order to maximize the potential benefits of instruction.

引用

页码：535 / 548

页数：14

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