Publication
Title
Observational learning and its effects on the orchestration of writing processes
Author
Abstract
In this study, we examined why observational learning positively affects learning outcomes of new writing tasks. In this study, we focused on the effects of observational learning on the temporal organization (i.e., orchestration) of writing processes and on the subsequent influence on text quality. An experiment was set up in which participants (N = 52; 8th-grade students) were assigned to 1 of 2 observational-learning conditions or a control (CO) condition. In the observational-learning conditions, participants learned by observing peer models' writing processes and in the CO condition by performing writing tasks. To measure the orchestration of writing processes, the participants performed posttest-writing tasks under think-aloud conditions.
Language
English
Source (journal)
Cognition and instruction. - Hillsdale, N.J.
Publication
Hillsdale, N.J. : 2004
ISSN
0737-0008
Volume/pages
22:1(2004), p. 1-36
ISI
000221024900001
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Publication type
Subject
External links
Web of Science
Record
Identification
Creation 07.05.2015
Last edited 05.08.2017