Examples and the facilitation of student learning: should instructors provide examples or should students generate their own?-Reference-Cited by-同舟云学术

Examples and the facilitation of student learning: should instructors provide examples or should students generate their own?

Published:2019-04-30 Issue:3 Volume:68 Page:287-307
ISSN:0363-4523
Container-title:Communication Education
language:en
Short-container-title:Communication Education

Author:

Bolkan San¹,Goodboy Alan K.²

Affiliation:

1. Department of Communication Studies, CSU, Long Beach, U.S.A.

2. Department of Communication Studies, West Virginia University, Morgantown, U.S.A.

Publisher

Informa UK Limited

Subject

Language and Linguistics,Education,Communication

Link

https://www.tandfonline.com/doi/pdf/10.1080/03634523.2019.1602275

Reference55 articles.

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2. Anderson, L. W. & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Abr. ed., pp. 63–91). New York, NY: Addison Wesley Longman.

3. Comprehension and recall of sentences.

4. The Importance of Instructor Clarity and Its Effect on Student Learning: Facilitating Elaboration by Reducing Cognitive Load

5. Development and validation of the clarity indicators scale

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