TY - JOUR
T1 - An online learning system supporting student-generated explanations for questions
T2 - design, development, and pedagogical potential
AU - Yu, Fu Yun
N1 - Funding Information:
This study is supported by the Ministry of Science and Technology, Taiwan under contract number: MOST 105-2511-S-006-005-MY3. Thanks are extended to Wan-Shan Wu, Jia-Yi Ho, Huei-Ting Li, and Pei-Chi Wu for implementing the online learning activities on school sites and Hsun-Chi Huang for assisting in analyzing the qualitative data collected from evaluation study 1 to help ensure code consistency.
Publisher Copyright:
© 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - An online system leveraging self-explanation was developed. The theoretical basis and design principles guiding the development of the system were explicated. Four evaluation studies were conducted to assess the student-generated explanations component accompanying student-generated questions (SQG) and the embedded designs. The analyzed data revealed several important findings. First, SGQ complemented by student-generated explanations (as compared to SGQ alone) was regarded as promoting learning better by a sizeable majority of the participants, and its facilitating effects on cognitive and affective aspects were noted. Second, the fact that the exact same set of cognitive and affective gains and similar patterns in the spread of responses were found from the explanation-generation for self- and peer-generated questions provided preliminary evidence supporting the “manageable versatility” design principle. Third, the result indicating that a predominant percent of the participants supported online practice on SGQ complemented by student-generated explanations substantiated the “manageable integration” guiding principle. Finally, the finding that a significantly greater percentage of the participants felt multimedia-equipped explanations to be better for SGQ (as compared to text-based explanations), both cognitively and affectively, provided preliminary evidence supporting the effectiveness of the multimedia design in terms of attaining the multiple feedback functions.
AB - An online system leveraging self-explanation was developed. The theoretical basis and design principles guiding the development of the system were explicated. Four evaluation studies were conducted to assess the student-generated explanations component accompanying student-generated questions (SQG) and the embedded designs. The analyzed data revealed several important findings. First, SGQ complemented by student-generated explanations (as compared to SGQ alone) was regarded as promoting learning better by a sizeable majority of the participants, and its facilitating effects on cognitive and affective aspects were noted. Second, the fact that the exact same set of cognitive and affective gains and similar patterns in the spread of responses were found from the explanation-generation for self- and peer-generated questions provided preliminary evidence supporting the “manageable versatility” design principle. Third, the result indicating that a predominant percent of the participants supported online practice on SGQ complemented by student-generated explanations substantiated the “manageable integration” guiding principle. Finally, the finding that a significantly greater percentage of the participants felt multimedia-equipped explanations to be better for SGQ (as compared to text-based explanations), both cognitively and affectively, provided preliminary evidence supporting the effectiveness of the multimedia design in terms of attaining the multiple feedback functions.
UR - http://www.scopus.com/inward/record.url?scp=85075177897&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85075177897&partnerID=8YFLogxK
U2 - 10.1080/10494820.2019.1686398
DO - 10.1080/10494820.2019.1686398
M3 - Article
AN - SCOPUS:85075177897
SN - 1049-4820
VL - 30
SP - 782
EP - 802
JO - Interactive Learning Environments
JF - Interactive Learning Environments
IS - 5
ER -