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dc.contributor.advisorJonassen, David H., 1947-2012eng
dc.contributor.authorKwon, Kyungbineng
dc.contributor.otherUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertationseng
dc.date.issued2011eng
dc.date.submitted2011 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 24, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. David H. Jonasseneng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2011.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies.eng
dc.description"May 2011"eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Two studies were conducted to demonstrate the positive effects of principle-based self-explanation on acquiring programming concepts and improving debugging skills in web-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. However, metacognitive scaffolding given after learning neither affected learning nor supported to generate principle-based explanations. For in-depth understanding of reflection processes, contents of self-explanation on previous learning performance were analyzed in the second study recruiting 21 college students. Conceptual change could be proved by the ratio of principle-based explanations. It was also significantly associated with the learning performance in transfer tests. The studies suggest that the self-explanation strategy can be an effective means to enhance conceptual understanding as well as facilitate conceptual change. The results are applicable to the design of web-based learning environments implementing the self-explanation activities.eng
dc.format.extentix, 113 pageseng
dc.identifier.oclc872564179eng
dc.identifier.urihttps://hdl.handle.net/10355/15840
dc.identifier.urihttps://doi.org/10.32469/10355/15840eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.subjectproblem based learningeng
dc.subjectonline learningeng
dc.subjectmetacognitioneng
dc.subjectdebugging skillseng
dc.titleThe effect of self-explanation and metacognitive scaffolding on learning web programmingeng
dc.typeThesiseng
thesis.degree.disciplineInformation science and learning technologies (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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