Die Gestaltung von Feedback in computergestützten Lernumgebungen: Modelle und Befunde
The Design of Feedback in Computer Based Trainings: Models and Findings
Abstract
Zusammenfassung: Die Hardware-Revolution der jüngsten Vergangenheit hat die Voraussetzungen für den umfangreichen Einsatz von Computern in der schulischen und betrieblichen Aus- und Weiterbildung geschaffen. Bei der Implementierung von Lernprogrammen wird lernpsychologischen Erkenntnissen jedoch nicht immer im erforderlichen Maße Rechnung getragen. Die grundlegenden theoretischen Modelle zur Konzeptualisierung von Feedback in computergestützten Lernumgebungen werden vorgestellt. Dabei stehen behavioristische, kognitive und konstruktivistische Positionen im Vordergrund. Die für die Gestaltung von Feedback relevanten Aspekte dieser Positionen werden erörtert, und ihre empirische Bewährung wird diskutiert. Behandelt wird die Frage nach dem optimalen Zeitpunkt für die Darbietung von Rückmeldungen, die Gestaltung von informativem Feedback, die Verfügbarkeit von vorgezogenem Feedback (Feedforward), die Rolle der Antwortsicherheit, die Bedeutung motivationaler Aspekte und der Einsatz von Multimedia. Abgeschlossen wird die Übersicht mit einer Reihe von Schlußfolgerungen aus den bisherigen Untersuchungen und der Formulierung eines Ausblicks auf wünschenswerte und notwendige Richtungen der weiteren Forschung.
Summary: The recent hardware revolution has provided the prerequisites for the extensive use of computers both for school and vocational education and training. The findings of the psychology of learning, however, are not always adequately taken into account in the design of computer-based instructions. The fundamental theoretical models for the conceptualization of feedback in computer-based learning environments are reviewed: the behavioristic, cognitive and constructivistic point of view. Aspects of these models that are relevant for the design of feedback and their empirical evaluation are discussed. In particular, the questions of the optimal point of time of feedback, the elaboration of informative feedback, the presearch availability of feedback (feedforward), the role of the response certitude, the importance of motivational aspects, and the use of multimedia are dealt with. The review is completed with conclusions drawn from the present investigations and the formulation of an outlook on desirable and necessary directions for future research.
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