Does specific instruction during collecting from several sources affect the quality of the written text product?

Annemarie Hilbig; Antje Proske

Journal of Educational Multimedia and Hypermedia Vol. 23, No. 3 (July 2014) pp. 213–231

Although academic writing is a complex interplay of comprehending and producing text the aspect of collecting information from source texts is hardly addressed in writing research. This study examined the impact of instructions supporting the...

How the Exercise Format-Editor Supports the Design of Interactive Learning Tasks

Antje Proske; Hermann Körndle; Susanne Narciss

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2881–2887

A common possibility to initiate active information processing in multimedia instruction is to provide different complex and difficult learning tasks. Hence, the question of how to design and construct interactive learning tasks systematically is of ...

Topics: Instructional Materials, Instructional Design

Fostering Active Knowledge Construction with the TEE-machine

Gregor Damnik; Antje Proske; Hermann Körndle

Global Learn 2015 (April 2015) pp. 396–401

Especially in the context of computer-based learning, it is crucial to understand how technology can be used to foster high-quality knowledge acquisition. According to Jonassen (2001), high-quality knowledge acquisition is only achieved if learners...

Topics: Case, Scenario, Problem, Project -based learning

Interactivity and Learners’ Achievement in Web-Based Learning

Antje Proske; Susanne Narciss; Hermann Körndle

Journal of Interactive Learning Research Vol. 18, No. 4 (October 2007) pp. 511–531

Several practitioners and researchers consider interactivity as the essential mechanism for effective and successful self-regulated learning within web-based learning environments. Even so, there are few studies that address the question of how...

Topics: Students, Learning Outcomes, Achievement, Interaction, eLearning

Computer-Based Scaffolding to Facilitate Students' Development of Expertise in Academic Writing

Antje Proske; Susanne Narciss; Danielle S. McNamara

Journal of Research in Reading Vol. 35, No. 2 (May 2012) pp. 136–152

Research on expert performance suggests that deliberate practice provides optimal opportunities for expertise development. This study examined whether the provision of computer-based scaffolding (CBS) guiding deliberate practice facilitates students'...

Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement

Antje Proske; Rod D. Roscoe; Danielle S. McNamara

Educational Technology Research and Development Vol. 62, No. 5 (October 2014) pp. 481–505

Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research...

Informal Learning with Technology: The Effects of Self-Constructing Externalizations

Gregor Damnik; Antje Proske; Susanne Narciss; Hermann Körndle

Journal of Educational Research Vol. 106, No. 6 (2013) pp. 431–440

Especially in the context of technology-enhanced informal learning, it is crucial to understand how to design information sources in such a way that learners are not overwhelmed by the demands of the learning process, but at the same time are...

Digital support for academic writing: A review of technologies and pedagogies

Carola Strobl; Emilie Ailhaud; Kalliopi Benetos; Ann Devitt; Otto Kruse; Antje Proske; Christian Rapp

Computers & Education Vol. 131, No. 1 (April 2019) pp. 33–48

This paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their...

Language: English