Holger Horz

Interactive lectures: Effective teaching and learning in lectures using wireless networks

Abstract Among the severe instructional shortcomings of lectures is their lack of interactivity. To overcome these problems, the learning environment of the interactive lecture is introduced, in which students and lecturer interact by using mobile computers in a wireless network. In an experimental study, 44 students participated in interactive and in conventional lecture meetings. A quiz service that allowed question to be posted, students’ answers to be evaluated, and the results to be presented graphically, was implemented on mobile computers. The participants rated the interactive condition better, also reporting higher levels of attention, activity and perceived learning success for this condition. Objective measures indicated a slight but insignificant difference toward better learning results in the interactive condition.

Differential benefits of situated instructional prompts

Learners often neglect support (glossaries, help sites etc.) in computer-based learning environments since they experience it as an unrelated add-on. We assumed that prompts presenting situated instructional support would lead to an increased use of help sites and glossary. Further it was assumed that situated instructional support would lead to a higher cognitive load of learners, which causes differential learning outcomes depending on learners general domain knowledge. To scrutinise the differential effect of situated instructional prompts we conducted an experiment with 69 students (undergraduates vs. graduates). Students learned either with a learning environment with or without prompts. As expected, learning with prompts resulted in an increased support usage. Furthermore, two interaction effects occurred. (1) Graduates learned slightly better with a program including prompts whereas undergraduates performed better without prompts. (2) Undergraduates stated a higher perceived cognitive load if they learned with a program with situated instructional prompts. In the group of graduates no differences occurred concerning the perceived cognitive load. The results are interpreted within the framework of cognitive load theory.

Children’s Block Balancing Revisited: No Evidence for Representational Redescription

According to the theory of representational redescription (RR theory, Karmiloff-Smith, 1992), children’s reasoning is grounded on implicit knowledge. This initial knowledge is first consolidated and then subjected to reiterative cycles of representational redescription, leading to knowledge of increasing accessibility. As one important piece of evidence supporting RR theory a U-shaped developmental trend regarding children’s ability to balance asymmetrical blocks has been reported. To assess whether this trend is a robust phenomenon, we investigated how 4-, 5-, 6-, and 8-year-olds (N = 65) attempted to balance symmetrical and asymmetrical blocks on a narrow support. Independent from block type, we found quasi-linear improvements with age in all performance measures. These results question the robustness of the U-shaped developmental trend regarding children’s block balancing and fail to provide any evidence for representational redescription.

The use of support devices in electronic learning environments

This special issue addresses the use of support devices in electronic learning environments. Five articles each discus a study or several studies where the use of support devices is not evident. Factors influencing the use of support devices are addressed: elements of the learning environment, characteristics of the learner, etc. The discussion of this special issue reflects in general on support in computer-based learning environments.

To Embed or Not to Embed, That’s the Question

The phenomenon of sub optimal or no use of support device has been recognized in literature. One of the assumptions is that learners’ self regulation skills are related to making optimal choices in learning environments, i.e. choices that are beneficial for their learning. In this contribution it is investigated whether embedding support devices may provide a solution to the sub optimal or no use of support devices and whether this is related to learners’ self regulation skills. Sixty students participated, randomly divided in a condition where the use of support devices was obligatory (embedded) and a condition where the use of support device was optional (non-embedded). Results reveal that in the embedded group, students used more and spent proportionally more time on the use of support devices. The quality of use differed only for one support device, in favor of the nonembedded group. No effects could be found for self-regulation.