Measuring The Effectiveness Of Online Problem-Solving Tutorials By Multi-Level Knowledge Transfer

Abstract

This study presents a new method for assessing the effectiveness of instructional resources using online learning technology that provides much richer information than a traditional summative assessment. By requiring students to complete a sequence of problem solving and learning activities in a given order, this new method not only measures students' ability to directly transfer learning to a new problem, but also their ability to learn from additional resources, or the “preparation for future learning“ effect. We used this method to evaluate the quality of two problem solving tutorials, and found that both tutorials significantly benefit transfer to nearly identical problems, but only one facilitates transfer to a further distance. Moreover, we found evidence suggesting that one tutorial prepared students with lower prior knowledge to learn as effectively from a following worked example as students with higher prior knowledge.

Publication Date

1-1-2018

Publication Title

Physics Education Research Conference Proceedings

Volume

2018

Document Type

Article; Proceedings Paper

Personal Identifier

scopus

Socpus ID

85061711505 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85061711505

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