Effects of web-based support for the construction of competence maps.

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning. In a factorial experiment, 266 educational science students constructed a competence map, whether or not supported by each of the three supportive aids. The availability of the construction kit and the phenomenarium had positive effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence maps.
    Original languageEnglish
    Pages (from-to)189-211
    Number of pages23
    JournalInstructional Science
    Volume34
    Issue number3
    DOIs
    Publication statusPublished - May 2006

    Keywords

    • Web-based support
    • Competence maps

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