Effects of different types of guidance on students' motivation and learning in a remote laboratory in computer science

During online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in different forms and quantities. Thus, one important challenge is to provide the right amount and type of instructional guidance. The aim of the study is to investigate typ...

Full description

Saved in:
Bibliographic Details
Published inComputer science education Vol. 33; no. 3; pp. 375 - 399
Main Authors Hawlitschek, Anja, Dietrich, André, Zug, Sebastian
Format Journal Article
LanguageEnglish
Published Norwood Routledge 03.07.2023
Taylor & Francis Ltd
Subjects
Between-subjects design
Cognitive Ability
Cognitive load
Cognitive Processes
Computer science
Computer Science Education
Design factors
Distance Education
Distance learning
Educational objectives
Educational Technology
Electronic Learning
Foreign Countries
Guidance
Instructional Effectiveness
online learning
Outcomes of Education
Programming
remote laboratory
Simulated Environment
Student Motivation
Students
Teaching Methods
Undergraduate Students
Germany
Online AccessGet full text

Cover

Abstract During online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in different forms and quantities. Thus, one important challenge is to provide the right amount and type of instructional guidance. The aim of the study is to investigate types of guidance which are effective for students with heterogenous programming knowledge and skills solving programming tasks in a remote laboratory. We carried out two studies with a single factor pre-post-design with guidance (basic/enhanced) as a between-subjects factor. In study 1, we implemented enhanced guidance in the form of prompts in the introduction to the tasks. Whereas we found no differences in learning outcome or extraneous cognitive load, students in the enhanced guidance group reported less intrinsic motivation, and logfiles revealed a lower programming performance. In study 2, we implemented enhanced guidance in the form of adaptive just-in-time explanations for error streaks. Enhanced guidance led to a lower extraneous cognitive load, and this way increased learning outcome. The type and timing of instructional guidance for students in computer science matters. More guidance is not better in each case. Instructional guidance should be tailored to students' needs.
AbstractList Background and ContextDuring online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in different forms and quantities. Thus, one important challenge is to provide the right amount and type of instructional guidance.ObjectiveThe aim of the study is to investigate types of guidance which are effective for students with heterogenous programming knowledge and skills solving programming tasks in a remote laboratory.MethodWe carried out two studies with a single factor pre-post-design with guidance (basic/enhanced) as a between-subjects factor.FindingsIn study 1, we implemented enhanced guidance in the form of prompts in the introduction to the tasks. Whereas we found no differences in learning outcome or extraneous cognitive load, students in the enhanced guidance group reported less intrinsic motivation, and logfiles revealed a lower programming performance. In study 2, we implemented enhanced guidance in the form of adaptive just-in-time explanations for error streaks. Enhanced guidance led to a lower extraneous cognitive load, and this way increased learning outcome.ImplicationsThe type and timing of instructional guidance for students in computer science matters. More guidance is not better in each case. Instructional guidance should be tailored to students’ needs.
During online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in different forms and quantities. Thus, one important challenge is to provide the right amount and type of instructional guidance. The aim of the study is to investigate types of guidance which are effective for students with heterogenous programming knowledge and skills solving programming tasks in a remote laboratory. We carried out two studies with a single factor pre-post-design with guidance (basic/enhanced) as a between-subjects factor. In study 1, we implemented enhanced guidance in the form of prompts in the introduction to the tasks. Whereas we found no differences in learning outcome or extraneous cognitive load, students in the enhanced guidance group reported less intrinsic motivation, and logfiles revealed a lower programming performance. In study 2, we implemented enhanced guidance in the form of adaptive just-in-time explanations for error streaks. Enhanced guidance led to a lower extraneous cognitive load, and this way increased learning outcome. The type and timing of instructional guidance for students in computer science matters. More guidance is not better in each case. Instructional guidance should be tailored to students' needs.
Background and Context: During online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in different forms and quantities. Thus, one important challenge is to provide the right amount and type of instructional guidance. Objective: The aim of the study is to investigate types of guidance which are effective for students with heterogenous programming knowledge and skills solving programming tasks in a remote laboratory. Method: We carried out two studies with a single factor pre-post-design with guidance (basic/enhanced) as a between-subjects factor. Findings: In study 1, we implemented enhanced guidance in the form of prompts in the introduction to the tasks. Whereas we found no differences in learning outcome or extraneous cognitive load, students in the enhanced guidance group reported less intrinsic motivation, and logfiles revealed a lower programming performance. In study 2, we implemented enhanced guidance in the form of adaptive just-in-time explanations for error streaks. Enhanced guidance led to a lower extraneous cognitive load, and this way increased learning outcome. Implications: The type and timing of instructional guidance for students in computer science matters. More guidance is not better in each case. Instructional guidance should be tailored to students' needs.
Audience Higher Education
Postsecondary Education
Author Hawlitschek, Anja
Dietrich, André
Zug, Sebastian
Author_xml – sequence: 1
  givenname: Anja
  surname: Hawlitschek
  fullname: Hawlitschek, Anja
  email: Anja.Hawlitschek@ovgu.de
  organization: Otto-von-Guericke Universität Magdeburg
– sequence: 2
  givenname: André
  surname: Dietrich
  fullname: Dietrich, André
  organization: Technische Universität Bergakademie Freiberg
– sequence: 3
  givenname: Sebastian
  surname: Zug
  fullname: Zug, Sebastian
  organization: Technische Universität Bergakademie Freiberg
BackLink http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1398882$$DView record in ERIC
BookMark eNp9kUtv3CAUhVGVSJ2k_QmRkLroyunFBg_sWkWTPhSpm2aNMI-IyAOTC041_764k3TZDY9zvnuQOBfkLOXkCblicM1AwieQSg0c5HUPfb8uCvj4hmzYlvNOsK04I5uV6VboLbko5REA-q2EDXneheBtLTQH6mI7o0-V1uPB_5UeluhMsp7mREtdXDPLR7rPNT6bGptokqOzN5hieqCx3Sn6Zns6mymjqRmPq2zz_rBUj7TY6FveO3IezFz8-5f9ktzf7n7dfOvufn79fvPlrrMDyNqNkxpBTDAxEGpyXgYxDpZ5yV2QVgSlzGC46q0AMw2KG8nG0bLJcqecmthwST6ccg-YnxZfqn7MC6b2pO6lUFshe8EbdXWiPEarDxj3Bo9694MNSkrZN1-cfIu5FPThH8NArxXo1wr0WoF-qaDNfT7NxRQy7s3vjLPT1RznjAHbv8aih_9H_AHoYI9_
Cites_doi 10.1037/a0016656
10.1016/j.chb.2020.106349
10.1016/j.compedu.2014.08.019
10.1016/j.chb.2012.09.005
10.1145/3159450.3159461
10.1037/0003-066X.59.1.14
10.1016/j.chb.2013.10.009
10.1007/s11031-006-9019-8
10.1037/0022-0663.99.2.285
10.1016/j.compedu.2010.01.007
10.1007/s10648-010-9150-7
10.1016/j.learninstruc.2007.09.007
10.1007/978-3-319-64352-6_12
10.1145/2597073.2597102
10.1145/2839509.2844584
10.1016/j.learninstruc.2013.12.001
10.1080/69032000072809
10.1145/1352135.1352192
10.1007/s10648-007-9053-4
10.1109/FIE.2004.1408551
10.1007/s10648-007-9054-3
10.1145/364447.364581
10.1037/0022-3514.51.6.1173
10.1016/j.compedu.2011.04.009
10.1016/j.learninstruc.2009.08.001
10.1145/1584322.1584332
10.1007/s11251-009-9107-8
10.1016/j.compedu.2005.11.019
10.1145/2016911.2016930
10.2190/5MN5-P7LW-JRB4-W9T5
10.1145/2591708.2591748
10.1007/s11251-009-9109-6
10.1037/0022-0663.98.1.209
10.1016/j.learninstruc.2015.12.002
10.1080/01443410124681
10.1007/s10648-010-9136-5
10.1037/0022-0663.91.2.334
10.1007/s11423-010-9177-y
10.1109/TE.2018.2864133
10.1207/s15326985ep4102_1
10.1007/978-3-319-64792-0_5
10.1016/S0959-4752(01)00030-5
10.1007/978-1-4419-8126-4
10.1037/a0021017
10.1017/CBO9780511844744
10.1007/s10648-018-9434-x
10.1016/j.learninstruc.2012.11.006
10.1080/03075070601004366
10.1006/ceps.1997.0951
10.3102/00346543068002179
10.1207/s15326985ep3201_1
10.2190/BCKU-F3AC-CNPW-M44E
10.1080/00461520.1991.9653137
10.1037/a0022243
10.1145/1562877.1562929
10.2190/PW3F-HLFD-1NNJ-H77Q
10.1024/1010-0652.23.2.105
10.3758/BF03193146
10.1016/j.compedu.2013.07.011
10.1017/CBO9781139547369.019
10.1016/j.chb.2005.01.008
10.3102/0034654314564881
10.1145/1999747.1999807
10.1111/1467-954X.00139
10.1016/j.chb.2010.01.011
10.1007/s10648-016-9359-1
10.1007/s11423-015-9370-0
10.1145/1753326.1753478
10.1145/1953163.1953308
ContentType Journal Article
Copyright 2022 Informa UK Limited, trading as Taylor & Francis Group 2022
2022 Informa UK Limited, trading as Taylor & Francis Group
Copyright_xml – notice: 2022 Informa UK Limited, trading as Taylor & Francis Group 2022
– notice: 2022 Informa UK Limited, trading as Taylor & Francis Group
DBID AAYXX
CITATION
7SW
BJH
BNH
BNI
BNJ
BNO
ERI
PET
REK
WWN
7SC
8FD
AHOVV
JQ2
L7M
L~C
L~D
DOI 10.1080/08993408.2022.2029046
DatabaseName CrossRef
ERIC
ERIC (Ovid)
ERIC
ERIC
ERIC (Legacy Platform)
ERIC( SilverPlatter )
ERIC
ERIC PlusText (Legacy Platform)
Education Resources Information Center (ERIC)
ERIC
Computer and Information Systems Abstracts
Technology Research Database
Education Research Index
ProQuest Computer Science Collection
Advanced Technologies Database with Aerospace
Computer and Information Systems Abstracts – Academic
Computer and Information Systems Abstracts Professional
DatabaseTitle CrossRef
ERIC
Computer and Information Systems Abstracts
Technology Research Database
Computer and Information Systems Abstracts – Academic
Advanced Technologies Database with Aerospace
ProQuest Computer Science Collection
Computer and Information Systems Abstracts Professional
DatabaseTitleList Computer and Information Systems Abstracts

ERIC
Database_xml – sequence: 1
  dbid: ERI
  name: ERIC
  url: https://eric.ed.gov/
  sourceTypes: Index Database
DeliveryMethod fulltext_linktorsrc
Discipline Education
Computer Science
EISSN 1744-5175
ERIC EJ1398882
EndPage 399
ExternalDocumentID EJ1398882
10_1080_08993408_2022_2029046
2029046
Genre Research Article
GeographicLocations Germany
GeographicLocations_xml – name: Germany
GroupedDBID .7I
.DC
.QK
0BK
0R~
29F
2DF
5GY
5VS
AAGZJ
AAMFJ
AAMIU
AAPUL
AATTQ
AAZJI
AAZMC
ABCCY
ABFIM
ABJNI
ABLIJ
ABPEM
ABPPZ
ABTAI
ABXUL
ABXYU
ABZLS
ACGFS
ACTIO
ACTOA
ADAHI
ADCVX
ADKVQ
ADLRE
ADXPE
AECIN
AEISY
AEKEX
AEOZL
AEPSL
AEYOC
AEZRU
AGDLA
AGMYJ
AGRBW
AHDZW
AIJEM
AJWEG
AKBVH
ALMA_UNASSIGNED_HOLDINGS
ALQZU
AVBZW
AWYRJ
BEJHT
BLEHA
BMOTO
BOHLJ
CCCUG
CQ1
CS3
DGFLZ
DKSSO
DU5
E.L
EBS
E~B
E~C
G-F
GTTXZ
H13
HF~
HZ~
IPNFZ
J.O
KYCEM
LJTGL
M4Z
NA5
NX.
O9-
P2P
PQQKQ
RIG
RNANH
ROSJB
RSYQP
S-F
S10
STATR
TBQAZ
TDBHL
TED
TFH
TFL
TFW
TNTFI
TRJHH
TUROJ
UT5
UT9
VAE
VQA
YZZ
~01
~S~
AAGDL
AAHIA
AAYXX
ADYSH
AEFOU
AFRVT
AIYEW
AMPGV
CITATION
07N
186
1TA
4.4
4B4
7SW
AAELO
AAHSB
AAMUQ
ABDPE
ABFSI
ABIFC
ACDYK
ACMAZ
ADQZN
AEHJO
AETEA
AEWWQ
AFNSQ
AFRRA
AFYVU
AGDNC
AGEYI
AHUAE
AJQZJ
AKCKI
ASRXX
AYGLJ
BJH
BNH
BNI
BNJ
BNO
BRMHY
BUAEY
BWQWQ
C5G
CAG
COF
C~Y
DADXH
DCMBD
EJD
EORKJ
ERI
HLD
HTOLE
IBTYS
L7Z
ONUMK
PET
REK
TASJS
TBA
TZEDD
UA4
WWN
7SC
8FD
AHOVV
JQ2
L7M
L~C
L~D
ID FETCH-LOGICAL-c308t-6b9605b0b1059bde8f563c1e84df8c5f99a3a492c50ab394a8166c1bc4d9d9b13
ISSN 0899-3408
IngestDate Sun Jul 27 14:59:36 EDT 2025
Tue Sep 02 20:11:10 EDT 2025
Tue Jul 01 02:49:12 EDT 2025
Wed Dec 25 09:03:14 EST 2024
IsDoiOpenAccess false
IsOpenAccess false
IsPeerReviewed true
IsScholarly true
Issue 3
Language English
LinkModel OpenURL
MergedId FETCHMERGED-LOGICAL-c308t-6b9605b0b1059bde8f563c1e84df8c5f99a3a492c50ab394a8166c1bc4d9d9b13
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
PQID 2859758254
PQPubID 178191
PageCount 25
ParticipantIDs proquest_journals_2859758254
informaworld_taylorfrancis_310_1080_08993408_2022_2029046
eric_primary_EJ1398882
crossref_primary_10_1080_08993408_2022_2029046
ProviderPackageCode CITATION
AAYXX
PublicationCentury 2000
PublicationDate 2023-07-03
PublicationDateYYYYMMDD 2023-07-03
PublicationDate_xml – month: 07
  year: 2023
  text: 2023-07-03
  day: 03
PublicationDecade 2020
PublicationPlace Norwood
PublicationPlace_xml – name: Norwood
PublicationTitle Computer science education
PublicationYear 2023
Publisher Routledge
Taylor & Francis Ltd
Publisher_xml – name: Routledge
– name: Taylor & Francis Ltd
References cit0033
cit0034
cit0031
cit0032
cit0030
cit0071
cit0072
cit0070
cit0039
cit0037
cit0038
cit0035
cit0036
cit0022
cit0066
cit0023
Schnotz W. (cit0059) 2009
cit0067
cit0020
cit0064
cit0021
cit0065
cit0062
cit0063
cit0060
cit0061
cit0028
cit0029
cit0027
cit0024
cit0068
cit0025
cit0069
cit0055
cit0012
cit0056
cit0053
cit0010
cit0054
cit0051
cit0052
cit0050
cit0019
cit0017
cit0018
cit0015
Herman P. (cit0026) 2009
cit0016
cit0013
cit0057
cit0014
cit0058
cit0044
cit0001
cit0045
cit0042
cit0043
cit0040
cit0041
cit0008
cit0009
Cheryan S. (cit0011) 2015; 6
cit0006
cit0007
cit0004
cit0048
cit0005
cit0049
cit0002
cit0046
cit0003
cit0047
References_xml – ident: cit0007
  doi: 10.1037/a0016656
– ident: cit0058
  doi: 10.1016/j.chb.2020.106349
– ident: cit0023
  doi: 10.1016/j.compedu.2014.08.019
– ident: cit0022
  doi: 10.1016/j.chb.2012.09.005
– ident: cit0004
  doi: 10.1145/3159450.3159461
– ident: cit0044
  doi: 10.1037/0003-066X.59.1.14
– ident: cit0035
  doi: 10.1016/j.chb.2013.10.009
– ident: cit0027
  doi: 10.1007/s11031-006-9019-8
– ident: cit0061
  doi: 10.1037/0022-0663.99.2.285
– ident: cit0036
  doi: 10.1016/j.compedu.2010.01.007
– ident: cit0031
  doi: 10.1007/s10648-010-9150-7
– ident: cit0005
  doi: 10.1016/j.learninstruc.2007.09.007
– ident: cit0018
  doi: 10.1007/978-3-319-64352-6_12
– ident: cit0008
  doi: 10.1145/2597073.2597102
– ident: cit0003
  doi: 10.1145/2839509.2844584
– ident: cit0040
  doi: 10.1016/j.learninstruc.2013.12.001
– ident: cit0032
  doi: 10.1080/69032000072809
– ident: cit0047
  doi: 10.1145/1352135.1352192
– ident: cit0060
  doi: 10.1007/s10648-007-9053-4
– ident: cit0021
  doi: 10.1109/FIE.2004.1408551
– ident: cit0030
  doi: 10.1007/s10648-007-9054-3
– ident: cit0069
  doi: 10.1145/364447.364581
– ident: cit0002
  doi: 10.1037/0022-3514.51.6.1173
– ident: cit0012
  doi: 10.1016/j.compedu.2011.04.009
– ident: cit0037
  doi: 10.1016/j.learninstruc.2009.08.001
– ident: cit0056
  doi: 10.1145/1584322.1584332
– ident: cit0057
  doi: 10.1007/s11251-009-9107-8
– ident: cit0046
  doi: 10.1016/j.compedu.2005.11.019
– ident: cit0065
  doi: 10.1145/2016911.2016930
– ident: cit0020
  doi: 10.2190/5MN5-P7LW-JRB4-W9T5
– ident: cit0016
  doi: 10.1145/2591708.2591748
– ident: cit0049
  doi: 10.1007/s11251-009-9109-6
– ident: cit0051
  doi: 10.1037/0022-0663.98.1.209
– ident: cit0042
  doi: 10.1016/j.learninstruc.2015.12.002
– ident: cit0029
  doi: 10.1080/01443410124681
– ident: cit0070
  doi: 10.1007/s10648-010-9136-5
– ident: cit0067
  doi: 10.1037/0022-0663.91.2.334
– ident: cit0039
  doi: 10.1007/s11423-010-9177-y
– ident: cit0045
  doi: 10.1109/TE.2018.2864133
– ident: cit0034
  doi: 10.1207/s15326985ep4102_1
– ident: cit0025
  doi: 10.1007/978-3-319-64792-0_5
– ident: cit0052
  doi: 10.1016/S0959-4752(01)00030-5
– ident: cit0064
  doi: 10.1007/978-1-4419-8126-4
– ident: cit0001
  doi: 10.1037/a0021017
– ident: cit0048
  doi: 10.1017/CBO9780511844744
– ident: cit0006
  doi: 10.1007/s10648-018-9434-x
– ident: cit0054
  doi: 10.1016/j.learninstruc.2012.11.006
– ident: cit0050
  doi: 10.1080/03075070601004366
– ident: cit0071
  doi: 10.1006/ceps.1997.0951
– ident: cit0014
  doi: 10.3102/00346543068002179
– ident: cit0043
  doi: 10.1207/s15326985ep3201_1
– ident: cit0062
  doi: 10.2190/BCKU-F3AC-CNPW-M44E
– ident: cit0015
  doi: 10.1080/00461520.1991.9653137
– ident: cit0053
  doi: 10.1037/a0022243
– ident: cit0055
  doi: 10.1145/1562877.1562929
– volume: 6
  start-page: 49
  issue: 11
  year: 2015
  ident: cit0011
  publication-title: Frontiers in Psychology
– ident: cit0038
  doi: 10.2190/PW3F-HLFD-1NNJ-H77Q
– ident: cit0066
  doi: 10.1024/1010-0652.23.2.105
– ident: cit0019
  doi: 10.3758/BF03193146
– ident: cit0063
  doi: 10.1016/j.compedu.2013.07.011
– ident: cit0013
  doi: 10.1017/CBO9781139547369.019
– ident: cit0033
  doi: 10.1016/j.chb.2005.01.008
– ident: cit0068
  doi: 10.3102/0034654314564881
– ident: cit0017
  doi: 10.1145/1999747.1999807
– ident: cit0028
  doi: 10.1111/1467-954X.00139
– ident: cit0009
  doi: 10.1016/j.chb.2010.01.011
– ident: cit0010
  doi: 10.1007/s10648-016-9359-1
– ident: cit0072
  doi: 10.1007/s11423-015-9370-0
– ident: cit0024
  doi: 10.1145/1753326.1753478
– start-page: 62
  volume-title: Constructivist instruction: Success or failure?
  year: 2009
  ident: cit0026
– ident: cit0041
  doi: 10.1145/1953163.1953308
– start-page: 69
  volume-title: Contemporary motivation research: From global to local perspectives
  year: 2009
  ident: cit0059
SSID ssj0002780
Score 2.255337
Snippet During online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in different forms and...
Background and Context: During online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in...
Background and ContextDuring online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in...
SourceID proquest
eric
crossref
informaworld
SourceType Aggregation Database
Index Database
Publisher
StartPage 375
SubjectTerms Between-subjects design
Cognitive Ability
Cognitive load
Cognitive Processes
Computer science
Computer Science Education
Design factors
Distance Education
Distance learning
Educational objectives
Educational Technology
Electronic Learning
Foreign Countries
Guidance
Instructional Effectiveness
online learning
Outcomes of Education
Programming
remote laboratory
Simulated Environment
Student Motivation
Students
Teaching Methods
Undergraduate Students
Title Effects of different types of guidance on students' motivation and learning in a remote laboratory in computer science
URI https://www.tandfonline.com/doi/abs/10.1080/08993408.2022.2029046
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1398882
https://www.proquest.com/docview/2859758254
Volume 33
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3NbtNAEF6F9MKFQqEipVR74BY5sr27sfeISpCVAweUSr1Z3vUahZ8ENY5AnHgN3oGn4kmY2R_HbSOgXKx4ba2dfF_mb2dnCHmBJdRkpWWkmZER-F9ZVCkeR5XBoD-YpEzbbIs30-KCzy_F5WDws5e1tG3VRH_bu6_kf1CFMcAVd8neAdluUhiAz4AvHAFhOP4TxrNdMkZodNLaoKoderdd1nZDAAC8cSUsNyG3QY4_dY3N7PrBxxAiWcL5-MrAZTP2DMFleJ-ujg0gxl5r9u3a8xvXfEXY3iJ_UX0Bix98afPBJVK-7xTCqyW29XI9qTDB0i3edyHtrQtoG1C4bSCzj1OkzOa0sr44kzJiPHbS1jhxm3EeicT1TgnymLEe71hPuDJ_n9PTzDVWuqUCfM4kPA0fNoFXwf12qYz5npLbN1Rhl6CYhMqpfpoSpyn9NPfIQQpOSTokB4u386LoNH-a2U593TcNO8awlvu-97lmC_l0-2sFc28ZCNbqWTwkD7y7Ql867j0iA7M6IocBbeo1wxE2__Z4PyZfPS3puqEdLamlJQ4FWtL1igZa_vr-g-4ISYGQNBCSLuGcOkLSHSFxOBCSetI9IRevZ4vzIvINPkAyxHkbTRX4z0LFCo18VZu8EVOmE5Pzusm1aKSsWMVlqkVcKSZ5hYvcOlGa17KWKmHHZLhar8xTQkWesVxNM4m9p7MkVbXWOUjJOG0y3hgxIpPwU5efXR2X8o8gj8gxAtLdPJuDr5SDPzoisg9R2drIWuPa4JTsL5OeBjxLL0c2JZaQBK89Ffzkri_5jNzf_dVOybC92prnYCS36swGgs48Q38DKEi23w
linkProvider Taylor & Francis
linkToHtml http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV07T8MwED7xGGDhjSgU8IDElJLEThOPCBWF8hhQK3WzYsepEKJFbYoEvx5fYlc8hBg6xomt2D6f787n7wM4Qwg1ninuKaq5Z_yv2Msk871MY9DfmKRUVdkWD-20z7qDaPDlLgymVaIPXdRAEZWuxsWNwWiXEneBR1WU-ZiZFeJlqpAbL28ZViPOqHHAVnuP3TSd6-MwrvjTsJKHtdw9nr8a-rZD2STobzCmv9R2tRddb4JyvahTUJ5bs1K21McPgMfFurkFG9ZUJZe1bG3Dkh7twKajgSBWK-wg8bNNEtmFtxoNeUrGBXHcKyXBOG9VNJw95ShmZDwi0xpVc3pOXuYca8T8LLFEFkPyZJ7JRJvXmlhhHU_esVi5n7Ab-B70rzu9q9Sz1A5GJvyk9NrSeE6R9CWadzLXSRG1qQp0wvIiUVHBeUYzxkMV-ZmknGV4vKkCqVjOcy4Dug8ro_FIHwCJkpgmsh1zZB2Og1DmSiVmffhhEbNCRw1ouekUrzWChwgcMKodYYEjLOwIN2AfJ33-cadrrOTEeCIN4F_FQJRVTKWoCVAE_afRppMZYbXEVCB4oPHXjI9-uEDTp7CW9u7vxN3Nw-0RrJtSWuUT0yaslJOZPjZWUylP7LL4BJfHCdc
linkToPdf http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1NT9wwEB2VRUJcgPIhli6tD0g9ZUnifPlYtay2W4RQBRI3K3ZstELsok0WCX59ZxJ7BUVVDxzjJFbsjMcz9vN7ACdEoSZKLQLNjQgw_8qDUiVhUBpa9MeQlOsWbXGRja-TyU3q0YS1g1VSDm07oojWV9PgfqisR8Sd0k4VT0ICZsV0lioWmOStwXqGl2jk61e_J-Pxyh3HeSufRi8F9JY_xvOvil5NUA4D_YrF9I3Xbqei0TYo34gOgXI3XDZqqJ__4nd8Vyt3YMsFquxbZ1kf4YOZ7cK2F4Fgzifskuyzg4jswWPHhVyzuWVeeaVhtMrbFt0upxUZGZvPWN1xatZf2f1KYY3htzInY3HLpnjNFgZvG-ZMdb54omLtP8JN3_twPTq7-j4OnLADWkRYNEGmMG9KVagouFOVKWyacR2ZIqlsoVMrRMnLRMQ6DUvFRVLS5qaOlE4qUQkV8QPozeYzcwgsLXJeqCwXpDmcR7GqtC5wdISxzRNr0j4M_d-UDx1_h4w8LarrYUk9LF0P9-GA_vnq4bMJxsgF5iF9EC-tQDbtiort5E8k_0-lA28y0vmIWhJ1IGZrmKEfvaPqL7Bx-WMkz39e_PoEm1jIWzAxH0CvWSzNMYZMjfrsBsUfRBIIew
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Effects+of+different+types+of+guidance+on+students%E2%80%99+motivation+and+learning+in+a+remote+laboratory+in+computer+science&rft.jtitle=Computer+science+education&rft.au=Hawlitschek%2C+Anja&rft.au=Dietrich%2C+Andr%C3%A9&rft.au=Zug%2C+Sebastian&rft.date=2023-07-03&rft.issn=0899-3408&rft.eissn=1744-5175&rft.volume=33&rft.issue=3&rft.spage=375&rft.epage=399&rft_id=info:doi/10.1080%2F08993408.2022.2029046&rft.externalDBID=n%2Fa&rft.externalDocID=10_1080_08993408_2022_2029046
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0899-3408&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0899-3408&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0899-3408&client=summon