Validation of a theory about functions and effects of embedded support devices in distance education learning materials

R.L. Martens*, Martin Valcke

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    In this contribution a theoretical model is explored and validated that describes and explains learning based on learning materials where the basic content is enriched with embedded support devices. Embedded support devices (ESD) are elaborations of the basic content of a course, intended to support students learning in a distance educational context. Examples are: questions with feedback, advance organizers and study guidelines. The model represents the interaction of a large set of variables and processes and has been tested using a variety of research studies, each focusing on specific interrelations and/or variables.

    The research results support the positive impact of embedded support devices in written learning materials on study outcome. Furthermore the results indicate the impact of individual variables, such as prior knowledge and attitude towards computers. These variables influence the way students process the learning materials and/or use the task environment and have an interaction effect on study outcomes.
    Original languageEnglish
    Article number181
    Pages (from-to)181-196
    Number of pages16
    JournalEuropean Journal of Psychology of Education
    Volume10
    Issue number2
    DOIs
    Publication statusPublished - Jun 1995

    Keywords

    • distance education
    • embedded support devices

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