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Learning with an e-learning tutorial: Cognition and the value of errors

Show simple item record De Villiers, M.R. (Ruth) Becker, Daphne Adebesin, Tawakkaltu Funmilola 2014-02-06T16:45:08Z 2014-02-06T16:45:08Z 2012
dc.identifier.citation Progressio 34 (3) 2012 pp 81–104 en
dc.identifier.issn 0256-8853
dc.description.abstract E-learning tutorials provide engaging learning activities and feedback assupplementary study material for distance learners. Relations is an interactive, CD-based, multi-media tutorial, custom-built to foster mathematical skills for first-level Computer Science students Making innovative use of the monitoring and recording technology in a humancomputer interaction laboratory (HCI Lab), we investigated how Relations supported cognitive learning processes. Participants’ error behaviours were studied, distinguishing between errors in using directions, usability errors, and cognitive errors due to misunderstanding the subject matter. Attention was paid to the role of system feedback in recovery from errors. The results show that several participants scored higher in the post-Relations test than in their final examination on the full curriculum, indicating the value of the additional learning resource. Time distribution over learning processes and errors differed considerably between participants, and were unrelated to test scores, showing that Relations supports individual learning experiences. The authors advocate for the use of interactive tutorials to provide added value in open distance learning. en
dc.language.iso en en
dc.subject E-learning en
dc.subject Cognition en
dc.subject Participants’ en
dc.subject usability errors en
dc.subject cognitive errors en
dc.title Learning with an e-learning tutorial: Cognition and the value of errors en
dc.type Article en
dc.description.department Computing en

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