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The effect of self-explanation and metacognitive scaffolding on learning web programming
(University of Missouri--Columbia, 2011)
-based learning environments. The first study, involving 68 college students, investigated effects of self-explanation and metacognitive scaffolding. Students generating more principle-based explanations outperformed in immediate tests as well as transfer tests...
A design-based research approach to the implementation and examination of a cognitive flexibility hypertext in a large undergraduate course
(University of Missouri--Columbia, 2007)
The overall purpose of this longitudinal study was to investigate the interaction between the learning process and the design-based process by using a cognitive flexibility hypertext (CFH) implemented in a large undergraduate course as the object...
Online video-based reflection to improve professional vision and mathematical beliefs for teaching
(University of Missouri--Columbia, 2011)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The current study explored the effectiveness of online video-based reflection for preservice elementary school teachers, using wikis as an online learning environment...
Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates
(University of Missouri--Columbia, 2012)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study targeted two research questions. First, does collaborative concept mapping enhance group members' knowledge convergence? Second, how does ...
The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning
(University of Missouri--Columbia, 2008)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purposes of the study were to develop a theoretical framework of self-regulated learning in online learning environments and to the test validity and reliability...
Role of failure in the construction of case libraries
(University of Missouri--Columbia, 2012)
this form of learning by providing case libraries that embed domain-specific principles in the form of stories. The cases not only serve to portray experiences of practitioners, but serve as problem-solving narratives by which an individual can learn from...
Effects of self-explanation as causal mechanism elicitation methodology on causal reasoning task performance
(University of Missouri--Columbia, 2010)
People have always tried to find explanations for how and why things happen to and around them. While understanding causality is fundamental for both science and everyday life, researchers found that people have a multitude of problems when dealing...
Capturing and assessing conceptual change in problem solving
(University of Missouri--Columbia, 2006)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Many studies have shown that using cognitive conflict strategy, which is a common approach to foster conceptual change, is insufficient to induce ...
The effects of prompts-based argumentation scaffolds on peer-led interactive argumentation
(University of Missouri--Columbia, 2009)
The main focus of this study was to determine whether prompts-based argumentation scaffolds (PAS) would result in improvement of students' argumentation in a peer-led argumentation context. The study also examined the ...
Social influence in a 3D virtual learning environment for individuals with autism spectrum disorders
(University of Missouri--Columbia, 2010)
This study examined the impact of avatar representation and social presence on social influence in a three-dimensional virtual learning environment for individuals with autism spectrum disorders. Four male participants worked together in a three...