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	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

Link to publication in Scopus

Fingerprint Dive into the research topics of 'The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills'. Together they form a unique fingerprint.

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)).

@inproceedings{0a9b7f6f13ee4e6cb166d4efc4648ed8,

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

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.",

keywords = "Case-based learning, Ill-structured domains, Metacognitive skills, Motivation, Question prompts, Technology-enhanced learning",

author = "Papadopoulos, {Pantelis M.} and Demetriadis, {Stavros N.} and Stamelos, {Ioannis G.}",

year = "2009",

month = nov,

day = "27",

doi = "10.1007/978-3-642-04636-0_49",

language = "English",

isbn = "3642046355",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

pages = "535--548",

booktitle = "Learning in the Synergy of Multiple Disciplines - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Proceedings",

note = "4th European Conference on Technology Enhanced Learning, EC-TEL 2009, EC-TEL 2009 ; Conference date: 29-09-2009 Through 02-10-2009",

}

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

TY - GEN

T1 - The impact of prompting in technology-enhanced learning as moderated by students' motivation and metacognitive skills

AU - Papadopoulos, Pantelis M.

AU - Demetriadis, Stavros N.

AU - Stamelos, Ioannis G.

N1 - Conference code: 4

PY - 2009/11/27

Y1 - 2009/11/27

N2 - 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.

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.

KW - Case-based learning

KW - Ill-structured domains

KW - Metacognitive skills

KW - Motivation

KW - Question prompts

KW - Technology-enhanced learning

UR - http://www.scopus.com/inward/record.url?scp=70450218717&partnerID=8YFLogxK

U2 - 10.1007/978-3-642-04636-0_49

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

M3 - Conference contribution

AN - SCOPUS:70450218717

SN - 3642046355

SN - 9783642046353

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 535

EP - 548

BT - Learning in the Synergy of Multiple Disciplines - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Proceedings

T2 - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009

Y2 - 29 September 2009 through 2 October 2009

ER -

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