Search results for author:"Elmar Stahl"
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Elmar Stahl
University of Muenster
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Is a hypertext a book or a space? The impact of different introductory metaphors on hypertext construction
Rainer Bromme; Elmar Stahl
Computers & Education Vol. 44, No. 2 (February 2005) pp. 115–133
This study examines the impact of different metaphors on the process of hypertext construction. Two groups of 20 college students with no experience in hypertext construction received introductory explanations on the text format “hypertext” based on ...
Language: English
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The CAEB: An instrument for measuring connotative aspects of epistemological beliefs
Elmar Stahl; Rainer Bromme
Learning and Instruction Vol. 17, No. 6 (December 2007) pp. 773–785
This article presents a semantic differential called Connotative Aspects of Epistemological Beliefs (CAEB) developed to assess university students' epistemological beliefs with adjective pairs such as dynamic–static and objective–subjective. After...
Language: English
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Not everybody needs help to seek help: Surprising effects of metacognitive instructions to foster help-seeking in an online-learning environment
Elmar Stahl; Rainer Bromme
Computers & Education Vol. 53, No. 4 (December 2009) pp. 1020–1028
Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, a number of recent studies indicate that learners are not using such help facilities effectively. We compared the effects of...
Language: English
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Knowledge Acquisition by Hypervideo Design: An Instructional Program for University Courses
Elmar Stahl; Matthias Finke; Carmen Zahn
Journal of Educational Multimedia and Hypermedia Vol. 15, No. 3 (July 2006) pp. 285–302
This article presents an instructional program for collaborative construction of hypervideos. The instructional program integrates (a) hypervideo technology development, (b) assumptions on learning with hypervideo systems, and (c) the application of ...
Topics: Teaching Methods, Computer-supported collaborative learning, psychology, Authoring tools, eLearning, Pedagogy, Constructivism, Social Sciences, instruction, Multimedia, hypermedia, e-learning, web-based learning, collaborative learning
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Fostering secondary-school students’ intertext model formation when reading a set of websites: The effectiveness of source prompts
Yvonne Kammerer; Nina Meier; Elmar Stahl
Computers & Education Vol. 102, No. 1 (November 2016) pp. 52–64
The present study examined whether a paper-based worksheet that provided source prompts fostered secondary-school students’ intertext model formation, that is, their mental representations of sources and source-to-content links, in an Internet...
Language: English
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Is adaptation to task complexity really beneficial for performance?
Stephanie Pieschl; Elmar Stahl; Tom Murray; Rainer Bromme
Learning and Instruction Vol. 22, No. 4 (August 2012) pp. 281–289
Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (
Language: English