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The value of writing-to-learn when using question prompts to support web-based learning in ill-structured domains

机译：在问题结构化的领域中使用问题提示来支持基于Web的学习时进行写作的价值

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摘要

This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management (SPM) cases for a week, using a web-based learning environment designed especially for this purpose. The first group (control) studied the cases without any prompting. The second group (“writing mode”) studied the same cases, while prompted to provide written answers to a set of knowledge integration prompts meant to engage students in deeper processing of the material. The third group (“thinking mode”) studied the cases, while prompted only to think of possible answers to the same question prompts. Results indicated that students in the writing condition group outperformed the others in both domain knowledge acquisition and knowledge transfer post-test items. Several students in the thinking condition group skipped the question prompts, while those that reported having reflected on the material were unable to achieve high performance comparable to the writing condition group. Overall, the study provides evidence that the implementation of prompting techniques in technology-enhanced learning environments may lead to improved outcomes, when combined with the requirement that students provide their answers in writing.
机译：这项研究调查了两种提示策略的有效性，这些策略可以指导学生在结构不良的领域中学习时重点关注重要问题。三组学生使用专门为此目的设计的基于网络的学习环境，分别学习了一周的软件项目管理（SPM）案例。第一组（对照）在没有任何提示的情况下研究了这些病例。第二组（“写作模式”）研究了相同的案例，同时提示他们提供一组知识整合提示的书面答案，以促使学生参与更深层次的材料处理。第三组（“思考模式”）研究了案例，但仅提示他们思考相同问题提示的可能答案。结果表明，写作条件组的学生在领域知识获取和知识转移后测项目方面均优于其他学生。思维条件小组的一些学生跳过了问题提示，而那些报告已经反映了材料的学生则无法达到与写作条件小组相当的成绩。总体而言，该研究提供的证据表明，结合要求学生以书面形式提供答案的要求，在技术增强型学习环境中实施提示技术可能会提高结果。

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