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The effects of an online learning environment with worked examples and peer feedback on students’ argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology
16 references·0 citing·42 second hop
The effects of an online learning environment with worked examples and peer feedback on students’ argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology (2018)The effects of an online learning environ…Handbook of Research on Learning and Instruction (2011)Handbook of Research on Learn…Arguing to Learn in Science: The Role of Collaborative, Critical Discourse (2010)Arguing to Learn in Science: …Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009)Why Peer Discussion Improves …Focus on Formative Feedback (2008)Focus on Formative FeedbackThe Power of Feedback (2007)The Power of FeedbackTeaching More by Lecturing Less (2005)Teaching More by Lecturing Le…Implications of Cognitive Load Theory for Multimedia Learning (2005)Implications of Cognitive Loa…A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2005)A framework to analyze argume…The Uses of Argument (2003)The Uses of ArgumentThe Expertise Reversal Effect (2003)The Expertise Reversal EffectPeer Learning and Assessment (1999)Peer Learning and AssessmentCognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The effects of feedback inter…The international encyclopedia of education (1994)The international encyclopedi…The Skills of Argument (1991)The Skills of ArgumentAn Application of Hierarchical Kappa-type Statistics in the Assessment of Majority Agreement among Multiple Observers (1977)An Application of Hierarchica…Time and modality (1957)The interdisciplinary study of coordination (1994)Thematic networks: an analytic tool for qualitative research (2001)The Nature of Theory in Information Systems1 (2006)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Multimedia Learning (2002)Interactive Multimodal Learning Environments (2007)Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Handbook of Industrial and Organizational Psychology. (1977)A circumplex model of affect. (1980)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)Contingency, Irony, and Solidarity (1989)Enhancing learning through self-assessment (1996)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)Peer feedback: the learning element of peer assessment (2006)58. Contingency, Irony and Solidarity (2015)Engagement through partnership: students as partners in learning and teaching in higher education (2016)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Cognitive Load Theory (2011)Handbook of research on teaching (1986)A social-cognitive approach to motivation and personality. (1988)Assessment and Classroom Learning (1998)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Rethinking models of feedback for learning: the challenge of design (2012)The development of student feedback literacy: enabling uptake of feedback (2018)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)Getting a life: The emergence of the life story in adolescence. (2000)Handbook of Self-Regulation of Learning and Performance (2017)Evaluating Interpretive Inquiry: Reviewing the Validity Debate and Opening the Dialogue (2000)Scientific literacy: A conceptual overview (2000)What Schools Need to Know About Fostering School Belonging: a Meta-analysis (2016)The Measurement of Observer Agreement for Categorical Data (1977)Measurement of Observer Agreement (2003)Computing inter‐rater reliability and its variance in the presence of high agreement (2006)
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References

  • 2007The Power of Feedback12,871 cited
  • 2003The Uses of Argument7,099 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.5,875 cited
  • 2008Focus on Formative Feedback4,623 cited
  • 1977An Application of Hierarchical Kappa-type Statistics in the Assessment of Majority Agreement among Multiple Observers4,327 cited
  • 1991The Skills of Argument2,094 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 1994The international encyclopedia of education1,487 cited
  • 1999Peer Learning and Assessment1,034 cited
  • 2009Why Peer Discussion Improves Student Performance on In-Class Concept Questions957 cited
  • 2010Arguing to Learn in Science: The Role of Collaborative, Critical Discourse949 cited
  • 2011Handbook of Research on Learning and Instruction930 cited
  • 2005A framework to analyze argumentative knowledge construction in computer-supported collaborative learning886 cited
  • 2005Teaching More by Lecturing Less878 cited
  • 2005

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Implications of Cognitive Load Theory for Multimedia Learning
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