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Using Multivariate Statistics

Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.

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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

The power of feedback.

Quantitative content analysis is increasingly used to surpass surface level analyses in computer-supported collaborative learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of CSCL conference proceedings revealed a general vagueness in definitions of units of analysis. In general, arguments for choosing a unit were lacking and decisions made while developing the content analysis procedures were not made explicit. In this article, it will be illustrated that the currently accepted practices concerning the 'unit of meaning' are not generally applicable to quantitative content analysis of electronic communication. Such analysis is affected by 'unit boundary overlap' and contextual constraints having to do with the technology used. The analysis of e-mail communication required a different unit of analysis and segmentation procedure. This procedure proved to be reliable, and the subsequent coding of these units for quantitative analysis yielded satisfactory reliabilities. These findings have implications and recommendations for current content analysis practice in CSCL research.

https://hal.archives-ouvertes.fr/hal-00703890/document

Content analysis: what are they talking about?

Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merrienboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase the effectiveness of multimedia instructions in terms of better learning results or less mental effort spent.

Aims: The aim of this study was to test the generalisability of the modality and cueing effect in a classroom setting.

Sample: The participants were 111 second-year students from the Department of Education at the University of Gent in Belgium (age between 19 and 25 years).

Method: The participants studied a web-based multimedia lesson on instructional design for about one hour. Afterwards they completed a retention and a transfer test. During both the instruction and the tests, self-report measures of mental effort were administered.

Results: Adding visual cues to the pictures resulted in higher retention scores, while replacing visual text with spoken text resulted in lower retention and transfer scores.

Conclusions: Only a weak cueing effect and even a reverse modality effect have been found, indicating that both effects do not easily generalise to non-laboratory settings. A possible explanation for the reversed modality effect is that the multimedia instructions in this study were learner-paced, as opposed to the system-paced instructions used in earlier research.

Multimedia instructions and cognitive load theory: effects of modality and cueing.

At present, the design of computer-supported group-based learning (CSGBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as 'cooperative learning' and 'collaborative learning'. Critical review reveals these concepts as insufficiently substantial to serve as a basis for CSGBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing CSGBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to CSGBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster CSGBL design that focuses on the heart of the matter: interaction.

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Designing for interaction: six steps to designing computer-supported group-based learning

List of contributors Preface Acknowledgements Introduction SECTION 1: IT IS ALL ABOUT LEARNING? 1. CSCL in Higher Education? A framework for designing multiple collaborative environments Paul A. Kirschner, Rob L. Martens and Jan-Willem Strijbos 2. Practices and Orientations of CSCL Lasse Lipponen, Kai Hakkarainen and Sami Paavola SECTION 2: LEARNING, COLLABORATION AND ASSESSMENT 3. Building Collaborative Knowing. Elements of a social theory of CSCL Gerry Stahl 4. Learning, Assessment and Collaboration in Computer-Supported Environments Carol K. K. Chan and Jan van Aalst SECTION 3: WHAT DO YOU MEAN BY 'SUPPORT'? 5. Instructional Support in CSCL Saima Jarvela, Paivi Hakkinen, Maarit Arvaja and Piritta Leinonen 6. Computer Software Support for CSCL Patrick Jermann, Amy Soller and Alan Lesgold 7. Human Support in CSCL. What, for whom, and by whom? Kristine Lund SECTION 4: TECHNOLOGY AND INTERACTION 8. CSCL-Ware in Practice. Goals, tasks, and constraints Rick de Graaff, Maarten de Laat and Hans Scheltinga 9. Designing Sociable CSCL Environments. Applying interaction design principles Karel Kreijns and Paul A. Kirschner CONCLUSION What We Know About CSCL ... and what we do not (but need to) know about CSCL Jan-Willem Strijbos, Paul A. Kirschner and Rob L. Martens INDEX

What we know about CSCL and implementing it in higher education

Students with high intrinsic motivation often outperform students with low intrinsic motivation. However, little is known about the processes that lead to these differences. In education based on simulations or authentic electronic learning environments, this lack of insight is even more clear. The present study investigated what students actually did in an electronic learning environment that was designed as a game-like realistic simulation in which students had to play the role of a junior consultant. The results show that students with high intrinsic motivation did not do more, rather they tended to do different things. Analysis of log files showed that the increased curiosity that students with high intrinsic motivation have, resulted in proportionally more explorative study behaviour. However, the learning outcomes of students with high intrinsic motivation were not better.

Rob Martens

Papers

Content analysis: what are they talking about?

Multimedia instructions and cognitive load theory: effects of modality and cueing.

Designing for interaction: six steps to designing computer-supported group-based learning

What we know about CSCL and implementing it in higher education

The impact of intrinsic motivation on e-learning in authentic computer tasks