Not everybody needs help to seek help: Surprising effects of metacognitive instructions to foster help-seeking in an online-learning environment |
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Authors: | Elmar Stahl Rainer Bromme |
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Affiliation: | aUniversity of Education, Institute of Media in Education, Kunzenweg 21, D-79117 Freiburg, Germany;bUniversity of Muenster, Fliednerstrasse 21, D-48149, Münster, Germany |
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Abstract: | Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, a number of recent studies indicate that learners are not using such help facilities effectively. We compared the effects of different metacognitive supports to foster learners’ help-seeking behavior in an ILE for plant identification. Four groups of university students (n = 51), each receiving a different metacognitive instruction, had to determine living plants. They had to think-aloud and were video recorded during the experiment. At the end of the session they completed a knowledge test. The surprising effect was that students in all groups were effective help-seekers. They adapted their help-seeking behavior to the complexity of the plants in an effective way. The results indicate that for students on university level effective help-seeking seems to depend largely on motivational factors. |
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Keywords: | Interactive learning environments Media in education Pedagogical issues Teaching/learning strategies Post-secondary education |
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