Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures

HIGHLIGHTS

• who: Zhongling Pi from the No, South Chinainteractively affected learning from a self-paced video lecture about infectious diseasesUniversity students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. have published the research: Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures, in the Journal: (JOURNAL)
• what: Much of the research on the effects of learner-generated explanation has focused on traditional classrooms, text, and animation as learning contexts (Lawson and amp; Mayer, 2021; Roelle and amp . . .
  

   

  

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