Expertise reversal effects in writing-to-learn

  title={Expertise reversal effects in writing-to-learn},
  author={M. N{\"u}ckles and Sandra H{\"u}bner and Sandra D{\"u}mer and A. Renkl},
  journal={Instructional Science},
  • M. Nückles, Sandra Hübner, +1 author A. Renkl
  • Published 2010
  • Psychology
  • Instructional Science
  • This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the experimental group applied more cognitive and metacognitive strategies in their journals and showed higher learning outcomes than the control group… CONTINUE READING

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