It is suggested that self-explaining in the minimal text condition served to compensate for weaknesses and gaps in the text, whereas self-explaining in the maximal text condition may have led learners to detect flaws in their mental models and repair them.
The evidence I have presented, overwhelmingly supports supervision which is professionally led, learner-centred, educational and supportive.
Clinical supervision, especially when it is professionally led, learner-centred, educational and supportive, has the potential go a long way to fulfilling many of the recommendations of the Francis and Berwick reports.
The results showed that mere observation of a model collaboration before collaboration led learners to acquire knowledge about how to collaborate in an unfamiliar CSCL practice.
In terms of the internal script induction principle, it can be assumed that observing a role model led learners to select a set of previously unconnected internal collaboration script components, which helped them to effectively engage in a previously unfamiliar CSCL practice.
While Tate takes a strategic role, the phase leaders and lead learners are given freedom to act, while being able to call on colleagues for support.
This challenges the traditional assumption that learning from examples and problems simultaneously will lead learners to imitate rather than understand.
As defined previously, that trap state is a state that not only leads learners to do many steps but also requires learners to be supported by others.
Thus it can lead learners to gain useful supplementary materials, shorten the learning time and offering expanded alternative viewpoints to use in the solution of assigned problems.
Specifically, over-challenging situations lead learners to either "task-focused" or "self-focused" boredom, while under-challenging situations lead to general boredom.
However, it is not clear how they lead learners to understand or acquire the fundamental concepts described in the "Introduction" section.
