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Learning Environments Research
Published in: Learning Environments Research 3/2011

01-10-2011 | Original Paper

Instructional effectiveness of higher-order questions: The devil is in the detail of students’ use of questions

Authors: Lai Jiang, Jan Elen

Published in: Learning Environments Research | Issue 3/2011

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Abstract

Research has repeatedly established that the theoretical benefits of various scaffolds do not match their actual impact on learning. It has been argued that the instructional effectiveness of scaffolds largely depends on very detailed aspects of the learning activities associated with the scaffolds within specific environments. From this perspective and, in order to predict and control learning outcomes in the context of specific instances of scaffolds, there is a need for a detailed cognitive analysis of learning activities (e.g. analyses of students’ scaffold use). Accordingly, the current study investigated how students actually use adjunct questions while studying a text and how the quantity and quality of usage determine students’ learning outcomes (performance). Forty-two university students in two conditions were required to study a short science text for 15 min. Results revealed that the quality of students’ use of instructional devices accounted for their final performance.
previous article Informal learning: Student achievement and motivation in science through museum-based learning

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Appendix
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Metadata
Title
Instructional effectiveness of higher-order questions: The devil is in the detail of students’ use of questions
Authors
Lai Jiang
Jan Elen
Publication date
01-10-2011
Publisher
Springer Netherlands
Published in
Learning Environments Research / Issue 3/2011
Print ISSN: 1387-1579
Electronic ISSN: 1573-1855
DOI
https://doi.org/10.1007/s10984-011-9095-x

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