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Are worked examples and tutored problem solving synergistic forms of support?

, , , и . ICLS (3), стр. 119-120. International Society of the Learning Sciences, (2008)

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Rolf Schwonke

Martin Schwonke

Martina Schwonke

Kurt Schwonke

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Другие публикации лиц с тем же именем

Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement?, , , , и . ICLS (1), стр. 1-8. International Society of the Learning Sciences / ACM DL, (2010)Inventing motivates and prepares student teachers for computer-based learning., , , , , и . J. Comput. Assist. Learn., 31 (6): 546-561 (2015)Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes., , , , , и . CogSci, cognitivesciencesociety.org, (2013)Are worked examples and tutored problem solving synergistic forms of support?, , , и . ICLS (3), стр. 119-120. International Society of the Learning Sciences, (2008)When Students Don't Benefit From Attention Guidance in Animations: The Role of Working Memory in Learning From Animations., , и . CogSci, cognitivesciencesociety.org, (2012)Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?, , , и . Top. Cogn. Sci., 1 (1): 203-213 (2009)Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems., , , , и . CogSci, cognitivesciencesociety.org, (2011)Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes, , , и . Computers in Human Behavior, 27 (1): 58--62 (26.01.2011)Enhancing computer-supported writing of learning protocols by adaptive prompts., , , и . Comput. Hum. Behav., 22 (1): 77-92 (2006)The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning., , , , и . J. Educ. Technol. Soc., 18 (4): 185-198 (2015)