Synopses & Reviews
The edited and peer reviewed volume presents selected papers of the conference "Beyond knowlegde: the legacy of competence" organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars worldwide within the area of learning and instruction with computers. Mainly, areas of computer-based learning environments supporting competence-focused knowledge acquisition but also foundational scientific work are addressed. More specific, contents cover cognitive processes in hypermedia and multimedia learning, social issues in computer-supported collaborative learning, motivation and emotion in Blended Learning and e-Learning.
Table of Contents
Beyond knowledge; J. Zumbach et al. Part I-I: Collaborative learning with ICT and knowledge sharing. 1. Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education; F. Paas et al. 2. Interpersonal knowledge in virtual seminars; O. Diekamp et al. 3. Individual versus group learning as a function of task complexity: An exploration into the measurement of group cognitive load; F. Kirschner et al. 4. Mentored innovation in teacher training using two virtual collaborative learning environments; A. Kárpáti,H. Dorner. 5. Instructor's scaffolding in support of students' metacognition through an online course; R. Rimor, R. Reingold. Part I-II: Research notes on collaborative learning with ICT and knowledge sharing. 6. Fostering collaborators' ability to draw inferences from distributed information: a training approach; A. Meier, H. Spada. 7. Collaborative problem solving with cases in a virtual professional training; M. Hasenbein et al. 8. Students' perceptions of a competency assessment program in an online course; L. Tinoca et al. Part II-I: E-learning and mobile learning. 9. Mobile phones to enhance reflection upon collaborative problem-solving; M. B. Ligorio. 10. The use of iPods in education: The case of multi-tasking; G. Clarebout et al. 11. Which design principles influence acceptance and motivation in professional e-learning? B. Kopp et al. 12. Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment; B. Kramarski, T. Michalsky. 13. Designing a well-formed activity system for an ICTs-supported classroom; J. Park, R. Bracewell. Part II-II: Research Notes on E-Learning and Mobile Learning. 14. A comparison of group and individualized motivational messages sent by SMS and e-mail to improve student achievement; D. Wickramanayake et al. 15. Computer assisted learning and its impact on educational programs within the past decade: A bibliometric overview of research; G. Schui, G. Krampen. 16. Fostering the translation between external representations: Does it enhance learning with an intelligent tutoring program? R. Schwonke et al. 17. Oversold - Underused revisited: Factors influencing computer use in Swiss classrooms; D. Petko. Part III-I: Competence-based instruction in mathematics and science. 18. Analyzing computer-based fraction tasks on the basis of a two-dimensional view of mathematics competences; A. Eichelmann et al. 19. How does it swim? H. Jarodzka et al. 20. Accuracy of self-evaluation of competence: How is it affected through feedback in a computer-based arithmetic training? S. Narciss et al. 21. Inquiry Web-Based learning to enhance information problem solving competence in Science; M. Pifarré, Esther Argelagós. 22. Virtual vs. physical materials in early science instruction: Transitioning to an autonomous tutor for experimental design; D. Klahr et al. 23. A design-based approach to professional development: the need to see teachers as learners to achieve excellence in inquiry-based science education; E. A. Kyza, C. P. Constantinou. 24. The effect of intervening tests on text retention; L. Kester, H. Tabbers. 25. Guiding students' attention during example study by showing the model's eye movements; T. van Gog et al. Part III-II: Research notes on competence-based instruction in mathematics and science. 26. What makes a problem complex? S. Greiff, J. Funke. 27. Activation of learning strategies when writing learning protocols: The specificity of prompts matters; I. Glogger et al. Part IV-I: Multimedia learning. 28. One more expertise reversal effect in an instructional design to foster coherence formation; B. Koch et al. 29. The influence of spatial text information on the multimedia effect; F. Schmidt-Weigand, K. Scheiter. 30. Arguing a position from text: The influence of graphic themes on schema activation; N. H. Schwartz, C. Collins. 31. The role of attribution, modality, and supplantation in multimedia learning; J. Zumbach et al. Part V-I: Tool support. 32. To embed or not to embed, that's the question; G. Clarebout et al. 33. Learner variables, tool-usage behaviour and performance in an open learning environment; L. Jiang et al. 34. Fostering hypermedia learning with different argumentation tools: The role of argument visualisation; J. Zumbach et al. 35. Supporting prewriting activities in academic writing by computer-based scaffolds; A. Proske, S. Narciss. Part V-II: Research notes on tool support. 36. Presentation manager and web2.0: Understanding online presentations; G. Paoletti et al. 37. Learner-controlled use of interactive videos in the context of classroom education: Learning strategies and knowledge acquisition; S. Weigand, S. Schwan. Index.