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ERIC Number: ED630470
Record Type: Non-Journal
Publication Date: 2022
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
College Students' Input on the Design of Worked Examples for Online Environments
Closser, Avery H.; Chan, Jenny Yun-Chen; Smith, Hannah; Ottmar, Erin
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022)
Worked examples have been shown to improve student learning in algebra. However, less is known about how to design worked examples to support student learning in online settings. We explore how college students react to worked examples that vary in their degree of extensiveness and dynamicness. In an online, within-subjects study, 109 college students viewed six worked example presentations: (1) static concise; (2) static extended; (3) sequential concise; (4) sequential extended; (5) dynamic history; and (6) dynamic no history. Students rated the helpfulness of each worked example and explained their rating. We found that students rated the static concise presentation as the most helpful and the dynamic no history presentation as the least helpful example. Responses were coded by researchers for common themes and revealed insights that may inform how researchers and teachers design worked examples for online environments. [For the complete proceedings, see ED630210.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: 91990019C0034; 91990018C0032
Author Affiliations: N/A