Beyond Knowledge: The Legacy of Competence: Meaningful by Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester

By Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester

The edited and peer reviewed quantity offers chosen papers of the convention "Beyond knowlegde: the legacy of competence" prepared via EARLI SIG studying and guideline with pcs in cooperation with SIG educational layout. It displays the present state of the art paintings of students around the world in the sector of studying and guide with desktops. as a rule, components of computer-based studying environments assisting competence-focused wisdom acquisition but in addition foundational medical paintings are addressed. extra particular, contents hide cognitive procedures in hypermedia and multimedia studying, social concerns in computer-supported collaborative studying, motivation and emotion in combined studying and e-Learning.

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Individual Versus Group Learning 25 Cognitive-Load Measurement To measure the participants’ cognitive load after each task in the learning and test phase, the subjective 9-point cognitive-load rating scale developed by Paas (1992) was used. Performance Measurement Solving learning and test tasks meant correctly calculating the surface area of a geometrical figure. One point was awarded for a correct answer and zero points for an incorrect answer. In the learning phase, this meant that a minimum score of zero and a maximum score of three points could be earned; in the test phase, the minimum score was again zero and the maximum eight points.

High efficiency was indicated by a relatively high test performance in combination with a relatively low mental-effort rating. In contrast, low efficiency was indicated by a relatively low test performance in combination with a relatively high mental-effort rating. 005. Group learning was more efficient than individual learning, as indicated by a more favorable relationship between learning mental effort and test performance. Results on the measurement of group cognitive load as a function of task complexity in the learning phase using only the group condition data were analyzed using a 3 (type of mental effort scale: individual scale, group member scale, group scale) × 3 (task complexity: low, medium, high) ANOVA with repeated measures on both factors.

These metacognitive-scaffolds were all found to correlate with the extent to which students reflected upon themselves as learners, their task attributes and demands, as well as reflecting upon the strategy needed to perform the task. Consequently, it may contribute to their experience as a community of learners with a common task. The current study may have some important implications for e-learning pedagogy and research.

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