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Web-based learning in the field of empirical research methods
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This study focuses on the development of a complex web-based learning environment aimed at promoting the acquisition of applicable knowledge in the context of studying empirical research methods at university. This learning environment was then modified further on an empirical basis. The main focus of the present article is to describe the conceptualisation of the learning environment and research activities which were guided by an integrative research paradigm. The learning environment consisted of highly structured, complex texts in which the process of empirical research was illustrated in a detailed manner. By combining these texts with other instructional measures, the learning environment is given a flexible hypertext-structure. The effectiveness of the learning environment as a whole was investigated in three studies (two evaluation studies in the field and one experimental study in the laboratory). It was demonstrated that the additional instructional measures (e.g. a specific feedback-guidance and time-management measures) were not effective. The importance of cognitive, motivational and emotional learning prerequisites for the successful utilisation of the learning environment was highlighted. The implementation of special training and additional preparatory modules is recommended in order to optimise the fit between students' prerequisites and learning environm
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Students are often not prepared for the demands of online learning environments, and lack sufficient metacognitive abilities to successfully reflect, control, or manage their own learning activities.
“Stark and Mandl (2003) contend that students are often not prepared for the demands of online learning environments, and lack sufficient metacognitive abilities to successfully reflect, control, or manage their own learning activities.”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Stark and Mandl, 2003
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Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569
Metadata
- Authors
- Stark, R., & Mandl, H.
- Venue
- Universitätsbibliothek der Ludwig-Maximilians-Universität München
- Publisher
- Universitätsbibliothek der Ludwig-Maximilians-Universität München
- Published
- 2003
- OpenAlex
- W2122188449
- Cited by
- 4
- References
- 4
- Citations by year
- 2015: 1
- Type
- report
- Language
- en
- Open access
- green
- nbn-resolving.de
- Locations
- Open access LMU (Ludwid Maxmilian's Universitat Munchen) (submittedVersion)
- Universitätsbibliothek der LMU
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- web-based learning environment, empirical methods, university teaching, instructional feedback, time management, learning prerequisites, learning environment evaluation
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