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There's More to It Than Instructional Design: The Role of Individual Learner Characteristics for Hypermedia Learning

There's More to It Than Instructional Design: The Role of Individual Learner Characteristics for Hypermedia Learning

          
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About the Book

Die vorliegende Dissertation geht der Frage nach, wie hypermediale Lernumgebungen, die sich im schulischen und universitaren Kontext zunehmender Popularitat erfreuen, gestaltet sein mussen, um Lernen optimal zu fordern. In Anlehnung an ein erweitertes Modell der Cognitive Load Theory von Gerjets und Hesse (2004) wird dabei davon ausgegangen, dass kognitive Belastung und Lernergebnis durch Lernverhalten beeinflusst wird, welches wiederum von instruktionalem Design, Expertise und Vorwissen, sowie individuellen Lernercharakteristika wie epistemologischen Uberzeugungen, Metakognition, und Einstellungen abhangt. Im Rahmen von drei Studien wurden diese Einflussfaktoren naher beleuchtet. Studie 1 widmete sich der Frage nach der Gestaltung und Kombination multipler Reprasentationen, insbesondere im Hinblick darauf, ob etablierte Multimedia-Designprinzipien auf Hypermedia ubertragen werden konnen, sowie dem optimalen Ausmass an Lernerkontrolle fur Lerner mit unterschiedlichem Vorwissen. Studie 2 ging der Frage nach, welchen Einfluss die oben genannten individuellen Lernercharakteristika auf Hypermedia-Lernen haben. Studie 3 untersuchte daran anschliessend die Frage, wie Hypermedia-Lernen durch den Einsatz instruktionaler Massnahmen, die insbesondere auf die Forderung metakognitiver Fahigkeiten abzielen, unterstutzt werden kann. Es zeigte sich, dass Multimedia-Designprinzipien nur bedingt auf das Lernen mit Hypermedia ubertragbar sind, dass Lerner unabhangig von ihrem Vorwissen eher von strukturierten Lernumgebungen zu profitieren scheinen, und dass neben instruktionalem Design und Vorwissen individuelle Lernercharakteristika einen Einfluss auf Hypermedia-Lernen haben, der eher direkter Natur zu sein scheint und nicht, wie ursprunglich angenommen, durch Lernverhalten mediiert wird. Des Weiteren erwies sich auch instruktionale Unterstutzung nur als bedingt lernforderlich, da sie insbesondere bei Lernern mit hohen metakognitiven Fahigkeiten eher mit bislang erfolgreich eingesetzten Strategien interferieren kann.


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Product Details
  • ISBN-13: 9783832520182
  • Publisher: Logos Verlag Berlin
  • Binding: Paperback
  • Language: English
  • Returnable: N
  • Spine Width: 0 mm
  • Weight: 700 gr
  • ISBN-10: 383252018X
  • Publisher Date: 30 Aug 2008
  • Height: 210 mm
  • No of Pages: 295
  • Series Title: Wissensprozesse Und Digitale Medien
  • Sub Title: The Role of Individual Learner Characteristics for Hypermedia Learning
  • Width: 145 mm


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