Students’ strategy preference moderates effects of open or focused self- explanation prompts on learning from video lectures
Previous studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students’ strategy preference moderates the effect of self-explanation strategies on learning from video lectu...
| 出版年: | Educational Technology & Society |
|---|---|
| 主要な著者: | , , , |
| フォーマット: | 論文 |
| 言語: | 英語 |
| 出版事項: |
International Forum of Educational Technology & Society
2024-01-01
|
| 主題: | |
| オンライン･アクセス: | https://www.j-ets.net/collection/published-issues/27_1#h.zb7m8far2byn |