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The role of co-explanation and self-explanation in learning from design examples of PowerPoint presentation slides
ARTICLE

, Department of Education, Korea (South) ; , Center for Teaching & Learning, Korea (South)

Computers & Education Volume 69, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The current study investigated how people learn design principles from examples of PowerPoint presentation slides through self-explanation and co-explanation. This study also explored a strategy to improve the effectiveness of co-explanation by integrating it with a collaborative design activity. Preservice teachers (n = 120) studied the design examples of PowerPoint presentation slides in four research conditions: co-explanation with design, co-explanation, self-explanation, and no prompt (control). Pairs of learners in the co-explanation condition explained fewer strengths and weaknesses of the design examples than nominal pairs in the self-explanation condition. Moreover, co-explanation was not more effective than self-explanation when it came to individual learning outcomes. In contrast, pairs in the co-explanation with design condition were more actively engaged in co-explaining design examples than pairs in the co-explanation condition. This study shows that co-explanation with design is more beneficial for constructing and sharing knowledge of design principles than co-explanation only. This study discussed a trade-off between constructive/interactive learning effects and transactional activity costs in co-explaining design examples.

Citation

Cho, Y.H. & Lee, S.E. (2013). The role of co-explanation and self-explanation in learning from design examples of PowerPoint presentation slides. Computers & Education, 69(1), 400-407. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.07.040

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