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Not everybody needs help to seek help: Surprising effects of metacognitive instructions to foster help-seeking in an online-learning environment
ARTICLE

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Computers & Education Volume 53, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, a number of recent studies indicate that learners are not using such help facilities effectively. We compared the effects of different metacognitive supports to foster learners’ help-seeking behavior in an ILE for plant identification. Four groups of university students (n=51), each receiving a different metacognitive instruction, had to determine living plants. They had to think-aloud and were video recorded during the experiment. At the end of the session they completed a knowledge test. The surprising effect was that students in all groups were effective help-seekers. They adapted their help-seeking behavior to the complexity of the plants in an effective way. The results indicate that for students on university level effective help-seeking seems to depend largely on motivational factors.

Citation

Stahl, E. & Bromme, R. (2009). Not everybody needs help to seek help: Surprising effects of metacognitive instructions to foster help-seeking in an online-learning environment. Computers & Education, 53(4), 1020-1028. Elsevier Ltd. Retrieved May 15, 2021 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2008.10.004

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