Learner Support to Foster Self-Explanation in the context of Advanced Distributed Learning
conference paper
Several studies suggest that group-oriented, collaborative activities can have a positive impact on individual learning. The effect of collaborative activities on learning appears to be the result of several underlying mechanisms. In this research we focus on a mechanism that has shown to be a powerful cognitive mechanism for learning, and which occurs quite naturally in peer learning situations: self-explanation. The question is whether we can design learner support tools that help learners to self-explain. If this kind of learner support helps to improve training and performance, it can be implemented in an ADL-environment, e.g. through the implementation of a 'Learning Companion'. The results show that this is indeed possible: students who have been trained with a learner support tool designed to elicit self-explanations do better and are more efficient than students who were not trained with such a tool, even after the support has been taken away.
Topics
TNO Identifier
10905
Source title
Proceedings of the Human Factors and Ergonomics Society Annual Meeting. Minneapolis, October 2001
Pages
1815-1819
Files
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