The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills

Pantelis M. Papadopoulos; Stavros N. Demetriadis; Ioannis G. Stamelos

doi:10.1007/978-3-642-04636-0_49

The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills

Pantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis G. Stamelos

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

3 Citations (Scopus)

Abstract

This work explores the role of students' motivation and metacognitive skills as moderating factors that influence the impact of an instructional method in the ill-structured domain of Software Project Management (SPM). In order to teach aspects of the SPM domain, we developed a web environment for case-based learning and implemented additionally a questioning strategy to help students focus on important parts of the case material. The paper presents the results from three studies revealing how students' motivation and metacognitive awareness influenced their engagement in the cognitively challenging situations induced by the method. The implication for instructors and designers is that implementing a promising method, to help students efficiently process the complex material in an ill-structured domain, might not always lead to the desired learning outcomes. Students' motivation and metacognitive skills should also be addressed, in order to maximize the potential benefits of instruction.

Original language	English
Title of host publication	Learning in the Synergy of Multiple Disciplines - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Proceedings
Pages	535-548
Number of pages	14
DOIs	https://doi.org/10.1007/978-3-642-04636-0_49
Publication status	Published - 27 Nov 2009
Externally published	Yes
Event	4th European Conference on Technology Enhanced Learning, EC-TEL 2009 - Nice, France Duration: 29 Sep 2009 → 2 Oct 2009 Conference number: 4

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	5794 LNCS
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	4th European Conference on Technology Enhanced Learning, EC-TEL 2009
Abbreviated title	EC-TEL 2009
Country/Territory	France
City	Nice
Period	29/09/09 → 2/10/09

Keywords

Case-based learning
Ill-structured domains
Metacognitive skills
Motivation
Question prompts
Technology-enhanced learning

Access to Document

10.1007/978-3-642-04636-0_49

Cite this

Papadopoulos, P. M., Demetriadis, S. N., & Stamelos, I. G. (2009). The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills. In Learning in the Synergy of Multiple Disciplines - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Proceedings (pp. 535-548). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 5794 LNCS). https://doi.org/10.1007/978-3-642-04636-0_49

Papadopoulos, Pantelis M. ; Demetriadis, Stavros N. ; Stamelos, Ioannis G. / The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills. Learning in the Synergy of Multiple Disciplines - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Proceedings. 2009. pp. 535-548 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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abstract = "This work explores the role of students' motivation and metacognitive skills as moderating factors that influence the impact of an instructional method in the ill-structured domain of Software Project Management (SPM). In order to teach aspects of the SPM domain, we developed a web environment for case-based learning and implemented additionally a questioning strategy to help students focus on important parts of the case material. The paper presents the results from three studies revealing how students' motivation and metacognitive awareness influenced their engagement in the cognitively challenging situations induced by the method. The implication for instructors and designers is that implementing a promising method, to help students efficiently process the complex material in an ill-structured domain, might not always lead to the desired learning outcomes. Students' motivation and metacognitive skills should also be addressed, in order to maximize the potential benefits of instruction.",

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year = "2009",

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Papadopoulos, PM, Demetriadis, SN & Stamelos, IG 2009, The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills. in Learning in the Synergy of Multiple Disciplines - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 5794 LNCS, pp. 535-548, 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Nice, France, 29/09/09. https://doi.org/10.1007/978-3-642-04636-0_49

The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills. / Papadopoulos, Pantelis M.; Demetriadis, Stavros N.; Stamelos, Ioannis G.

Learning in the Synergy of Multiple Disciplines - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Proceedings. 2009. p. 535-548 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 5794 LNCS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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N1 - Conference code: 4

PY - 2009/11/27

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AB - This work explores the role of students' motivation and metacognitive skills as moderating factors that influence the impact of an instructional method in the ill-structured domain of Software Project Management (SPM). In order to teach aspects of the SPM domain, we developed a web environment for case-based learning and implemented additionally a questioning strategy to help students focus on important parts of the case material. The paper presents the results from three studies revealing how students' motivation and metacognitive awareness influenced their engagement in the cognitively challenging situations induced by the method. The implication for instructors and designers is that implementing a promising method, to help students efficiently process the complex material in an ill-structured domain, might not always lead to the desired learning outcomes. Students' motivation and metacognitive skills should also be addressed, in order to maximize the potential benefits of instruction.

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Papadopoulos PM, Demetriadis SN, Stamelos IG. The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills. In Learning in the Synergy of Multiple Disciplines - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Proceedings. 2009. p. 535-548. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). https://doi.org/10.1007/978-3-642-04636-0_49

The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills

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