
05729504
j
2010d.00648
Stark, Robin
Krause, UlrikeMarie
Effects of reflection prompts on learning outcomes and learning behaviour in statistics education.
Learn. Environ. Res. 12, No. 3, 209223 (2009).
2009
Springer Netherlands, Dordrecht
EN
U54
U55
C74
C75
experimental groups
control groups
computer assisted instruction
correlation
time on task
educational environment
statistics
learning processes
reflection
mathematics achievement
prompting
college students
computer software
electronic learning
outcomes of education
instructional effectiveness
student motivation
metacognition
doi:10.1007/s109840099063x
Summary: Starting from difficulties that students display when they deal with correlation analysis, an elearning environment (``Koralle") was developed. The design was inspired by principles of situated and examplebased learning. In order to facilitate reflective processes and thus enhance learning outcomes, reflection prompts were integrated into the learning environment. A total of 57 university students were randomly assigned to two experimental conditions: 28 students were prompted to give reasons for their decisions while working within the learning environment (EG 1); and 29 students dealt with Koralle without being prompted (EG 2). The control group consisted of 67 students who had already attended regular statistics lectures but had no access to the elearning environment. EG 1 scored significantly higher in the posttest than EG 2, and the effect was practically relevant and sustainable. Reflection prompts did not influence time on task, task choices and motivational outcomes. Both experimental groups clearly outperformed the control group.