Search results for author:"Liesbeth Kester"
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Effects of Fading Support on Hypertext Navigation and Performance in Student-Centered E-Learning Environments
Interactive Learning Environments Vol. 17, No. 2 (June 2009) pp. 165–179
Whether fading support for problems affects accuracy of hypertext navigation and problem performance is investigated in this study. In a student-centered e-learning environment conceptual support is added to help domain novices get an overview of...
International Journal of Science Education Vol. 26, No. 2 (Feb 06, 2004) pp. 239–256
While learning a complex skill in science using a computer-based simulation, optimal timing of information presentation facilitates learning and enhances test performance. An optimal information presentation format is proposed: supportive...
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 3 (May 2004) pp. 233–252
This study in the domain of statistics compares four information presentation formats in a 2 x 2 factorial design: timing of supportive information (before or during task practice) ? timing of procedural information (before or during task practice). ...
The Management of Cognitive Load During Complex Cognitive Skill Acquisition by Means of Computer-Simulated Problem Solving
British Journal of Educational Psychology Vol. 75, No. 1 (March 2005) pp. 71–85
This study compared the effects of two information presentation formats on learning to solve problems in electrical circuits. In one condition, the split-source format, information relating to procedural aspects of the functioning of an electrical...
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 5 (September 2006) pp. 399–422
Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic...
Interactive Learning Environments Vol. 15, No. 2 (August 2007) pp. 117–126
In this article we describe a system that matches learners with complementary content expertise in reaction to a learner-request for knowledge sharing. It works through the formation of "ad hoc," transient communities, that exist for a limited...
Jeroen J. G. van Merrienboer; Ron Salden; Gemma Corbalan; Marcel de Croock; Liesbeth Kester; Fred Paas
Association for Educational Communications and Technology Annual Meeting 2004 (October 2005)
Several empirical studies are discussed which indicate that adapting the level of support, the difficulty of the learning task, or support as well as difficulty has beneficial effects on learning and transfer test performance. Three conclusions can ...
Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style
Interactive Learning Environments Vol. 23, No. 6 (2015) pp. 655–669
This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e....
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 1 (January 2015) pp. 59–71
Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during...
Association for Learning Technology Journal Vol. 13, No. 3 (October 2005) pp. 219–229
Higher education staff involved in e-learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content,...