Is self-explanation better than explaining to a fictitious student when learning from video lectures?
Generating written explanations is a popular learning strategy in an online learning environment. Students can explain to themselves (ie, self-explanations) or a peer-student (ie, instructional explanations). However, for improving learning from video lectures, it is unclear whether writing self-exp...
| Main Authors: | , , , , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/163557 |