Search results for author:"Kirsten Berthold"
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How to Foster Active Processing of Explanations in Instructional Communication
Kirsten Berthold; Alexander Renkl
Educational Psychology Review Vol. 22, No. 1 (March 2010) pp. 25–40
In instructional communication settings, instructional explanations play an important role. Despite the very common use of instructional explanations, empirical studies show that very often, they have no positive effects on learning outcomes. This...
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The Expertise Reversal Effect in Prompting Focused Processing of Instructional Explanations
Julian Roelle; Kirsten Berthold
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 4 (July 2013) pp. 635–656
Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional explanations. However, within research on the expertise ...
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Effects of Comparing Contrasting Cases and Inventing on Learning from Subsequent Instructional Explanations
Julian Roelle; Kirsten Berthold
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 2 (2016) pp. 147–176
Comparing contrasting cases is a promising means to prepare learners for future learning from related direct instruction. The most prevalent type of preparation intervention used in this "case comparison approach" is providing contrasting...
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Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters
Julian Roelle; Kirsten Berthold
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 142–156
In an experiment with
Language: English
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Two Instructional Aids to Optimise Processing and Learning from Instructional Explanations
Julian Roelle; Kirsten Berthold; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 2 (March 2014) pp. 207–228
Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the...
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Do cognitive and metacognitive processes set the stage for each other?
Julian Roelle; Christine Nowitzki; Kirsten Berthold
Learning and Instruction Vol. 50, No. 1 (August 2017) pp. 54–64
Cognitive and metacognitive learning processes might not only functionally complement but also set the stage for each other. To address potential stage-setting effects between these processes, we conducted two experiments in which we varied whether...
Language: English
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Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
Kirsten Berthold; Matthias Nückles; Alexander Renkl
Learning and Instruction Vol. 17, No. 5 (October 2007) pp. 564–577
Although writing learning protocols is an effective follow-up course work activity, many learners tend to do it in a rather suboptimal way. Hence, we analyzed the effects of instructional support in the form of prompts. The effects of different...
Language: English
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Example-based learning: The benefits of prompting organization before providing examples
Julian Roelle; Sara Hiller; Kirsten Berthold; Stefan Rumann
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 1–12
Example-based learning often follows a design in which learners first receive instructional explanations that communicate new principles and concepts and second examples thereof. In this setting, using the knowledge components of the instructional...
Language: English
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Assisting Self-Explanation Prompts Are More Effective than Open Prompts when Learning with Multiple Representations
Kirsten Berthold; Tessa H. S. Eysink; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 4 (July 2009) pp. 345–363
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the...
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The Use of Public Learning Diaries in Blended Learning
Matthias Nuckles; Rolf Schwonke; Kirsten Berthold; Alexander Renkl
Journal of Educational Media Vol. 29, No. 1 (March 2004) pp. 49–66
Learning diaries--as we employ them--are students' written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is 'tutored' by a computer program: eHELp supports the writing of...
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Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions
Markus H. Hefter; Kirsten Berthold; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 6 (November 2014) pp. 929–947
Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology,...
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Learner Performance in Multimedia Learning Arrangements: An Analysis across Instructional Approaches
Tessa H. S. Eysink; Ton de Jong; Kirsten Berthold; Bas Kolloffel; Maria Opfermann; Pieter Wouters
American Educational Research Journal Vol. 46, No. 4 (2009) pp. 1107–1149
In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and ...
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Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values
Markus H. Hefter; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries; Kirsten Berthold
Learning and Instruction Vol. 39, No. 1 (October 2015) pp. 11–22
Kuhn (2001) proposed two crucial prerequisites for the will to engage in argumentative thinking: Evaluativist epistemological understanding that provides the base for regarding argumentative thinking reasonable and intellectual values that reflect...
Language: English