Optimierung einer virtuellen Lernumgebung zum Erwerb anwendbaren Wissens im Bereich empirischer Forschungsmethoden: Effekte zusätzlicher Strukturierungsmaßnahmen

Starting from problems of knowledge application in the domain of
empirical research methods and findings from an initial field study
and a laboratory study on example-based, virtual learning in this
domain, a virtual learning environment was modified. Then this
learning environment, which is based on worked-out examples, was
implemented into the training of empirical research methods for
students of pedagogy and evaluated in the field study presented
here. The experimental variation concerned the extent to which the
provided example-information was pre-structured (complete
pre-structuring (n = 34) vs. recommendation of structuring (n = 30)
vs. no pre-structuring (n = 24)). Additionally, the participants
were compared to a control group of students (n = 124) with respect
to the learning outcomes. The acquisition of applicable knowledge
could be supported in the virtual learning environment. Concerning
prior knowledge in empirical research methods and learning
behaviour which was examined before the exams took place, the
experimental groups did not differ from the control group. However
the structuring means did not prove effective: they neither
influenced learning outcomes nor the type of working with the
learning environment but increased cognitive overload experienced
by the students. Time-on-task data showed that analogous to the
initial field study, the mode of working with the learning
environment was highly deficient. Thus, deficits in self-regulated
learning and metacognitive control were not compensated by the
structuring means. It is discussed to what extent the preparedness
of the learners to invest effort could be fostered by making the
feedback-situation more effective; this effect might be moderated
by the learner's self-effica