Presenting supportive information during learning task clusters tended to yield higher quality knowledge construction than presenting it before the clusters¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students who received supportive information during the learning task clusters tended to show higher quality of knowledge construction than students who received it before each cluster, though the difference was only marginal (p = 0.07). → Noroozi 2012
Evidence¶
Noroozi 2012¶
Noroozi, O., Busstra, M. C., Mulder, M., Biemans, H. J. A., Tobi, H., Geelen, A., van't Veer, P., Chizari, M. (2012). Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment. Education Tech Research Dev (2012) 60:193-221. https://doi.org/10.1007/s11423-011-9217-2
q3 · i? · causal · r2
ANOVA on test 1 scores in a randomized experiment with 87 students (84 analyzed) in a real course setting at Wageningen University, comparing information-before (IB) and information-during (ID) conditions. The article reports the difference only 'tended to' favor ID, with F (1, 79) = 3.34; p = 0.07 and means of 2.92 (IB) versus 3.07 (ID).
"Timing of supportive information presentation tended to influence quality of knowledge construction: F (1, 79) = 3.34; p = 0.07. The average quality of knowledge construction tended to be higher for students who received supportive information during (ID) the learning task clusters than for students who received this information before (IB) the learning task clusters (M IB = 2.92; SDIB = 0.34; MID = 3.07; SDID = 0.32)."
Discussion¶
Related Claims¶
- Type of collaboration had a significant overall effect on knowledge construction after controlling for timing of supportive information presentation — related
- When supportive information was presented during the learning task clusters, online and personal discussion had no differential effect on knowledge construction — related
- When supportive information was presented before the learning task clusters, online discussion led to better knowledge construction than personal discussion — related
- Online discussion in CSCL compensated for suboptimal timing of supportive information presentation before the learning task clusters in IDLM — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
information-during-timing-tends-better-knowledge-construction |
title |
Presenting supportive information during learning task clusters tended to yield higher quality knowledge construction than presenting it before the clusters |
description |
Presenting supportive information during learning task clusters tended to yield higher quality knowledge construction than presenting it before the clusters |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — noroozi-2012 |
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