How to Foster Active Processing of Explanations in Instructional Communication |
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| Authors: | Kirsten Berthold and Alexander Renkl |
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| Institution: | (1) Department of Psychology, Educational Psychology, University of Bielefeld, 33501 Bielefeld, Germany;(2) Department of Psychology, Educational and Developmental Psychology, University of Freiburg, 79085 Freiburg, Germany |
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| Abstract: | In instructional communication settings, instructional explanations play an important role. Despite the very common use of
instructional explanations, empirical studies show that very often, they have no positive effects on learning outcomes. This
ineffectiveness might be due to mental passivity of the recipient learners that leads to shallow processing of the explanations.
Against this background, we introduce several types of instructional assistance to foster active processing of written instructional
explanations in asynchronous computer-mediated instructional communication settings. The findings of three experiments showed
that prompts or training for focused processing regarding the central principles and concepts of the explanation are especially effective with respect to fostering learning
outcomes. |
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