Embracing complexity in research on learning from examples and from problem solving

Scheiter, Katharina

doi:10.1002/acp.3702

Cited by 11 publications

(4 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nicol (2021) argues that “students are making comparisons all the time” and that, for feedback to be powerful, these natural and internal comparisons have to be made more explicit. Integrating examples in feedback makes the feedback more explicit, triggers reflection, and stimulates self-regulatory skills (Scheiter, 2020). Moreover, examples allow learners to abstract from the given task, which may foster transfer of knowledge and skills to other tasks.…”

Section: Introductionmentioning

confidence: 99%

Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts

Vandermeulen

Steendam

Mæyer

et al. 2022

Written Communication

View full text Add to dashboard Cite

This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or higher-scoring students (feed-forward condition). The effect of the feedback on writing performance and process was compared to a national baseline study. Results showed that feed-forward process feedback had an effect on text quality comparable to one grade of regular schooling. The feedback had an effect on production, pausing, revision, and source use, which indicates that it supported participants in self-regulating their writing process. Additionally, we explored the students’ perception of the feedback to get an insight into its strengths and weaknesses. This study shows the potential of writing process feedback and discusses pedagogical implications and options for future research.

show abstract

Section: Introductionmentioning

confidence: 99%

Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts

Vandermeulen

Steendam

Mæyer

et al. 2022

Written Communication

View full text Add to dashboard Cite

show abstract

“…The final two papers of this special issue are commentary articles. The commentary by Scheiter( 2020) draws on the special issue papers to shed light on the question of how the field has developed since the first extensive review on example‐based learning published 20 years ago (Atkinson, Derry, Renkl, & Wortham, 2000). In doing so, Scheiter focuses on three key research characteristics: which theories are used to understand the effects of example study (“theoretical foundations”), how is example study designed and implemented (“learning scenarios”), and what kind of skill do the examples portray (“domains”).…”

Section: Discussionmentioning

confidence: 99%

Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach

Hoogerheide

Roelle

2020

Applied Cognitive Psychology

View full text Add to dashboard Cite

Decades of research has shown that example-based learning is an effective instructional strategy for learning new skills. The field of learning from examples is seeing a shift in focus towards more innovative and use-inspired research, in part because the use of examples for informal and formal learning purposes has mushroomed. This special issue comprises a set of eight papers in which students learned a procedural skill from worked examples or modeling examples. Each study characterizes a recent development towards more innovative example-based learning research. These developments are: (a) the integration of social-cognitive and cognitive example research, (b) the integration of example-based learning and analogical reasoning research, (c) the extension of traditional Cognitive Load Theory effects, (d) a greater focus on learning from (productive) errors, and (e) more research on individual differences. This special issue concludes with insightful commentary articles written by

show abstract

“…This doubt is increased by recent reviews that humans have a great deal of difficulty learning from failure ( Eskreis-Winkler and Fishbach, 2019 , 2022 ). As schools and universities increasingly adopt learner-centric methods of instruction rather than instructor-driven ( Herrington et al, 2014 ; Scheiter, 2020 ), these criticisms do not bode well for successful autonomous human learning. Unfortunately, there is little theoretical and empirical basis to support any conclusion about the effectiveness of humans to cease their own learning.…”

Section: Conditions Under Which College Students Cease Learningmentioning

confidence: 99%

Conditions under which college students cease learning

Coldren

2023

Front. Psychol.

View full text Add to dashboard Cite

IntroductionEffective learning involves the acquisition of information toward a goal and cessation upon reaching that goal. Whereas the process of learning acquisition is well understood, comparatively little is known about how or when learning ceases under naturalistic, open-ended learning conditions in which the criterion for performance is not specified. Ideally, learning should cease once there is no progress toward the goal, although this has never been directly tested in human learners. The present set of experiments explored the conditions under which college students stopped attempting to learn a series of inductive perceptual discrimination problems.MethodsEach problem varied by whether it was solvable and had a criterion for success. The first problem was solvable and involved a pre-determined criterion. The second problem was solvable, but with no criterion for ending the problem so that learners eventually achieved a highly accurate level of performance (overlearning). The third problem was unsolvable as the correct answer varied randomly across features. Measures included the number of trials attempted and the outcome of each problem.Results and DiscussionResults revealed that college students rarely ceased learning in the overlearning or unsolvable problems even though there was no possibility for further progress. Learning cessation increased only by manipulating time demands for completion or reducing the opportunity for reinforcement. These results suggest that human learners show laudable, but inefficient and unproductive, attempts to master problems they should cease.

show abstract

Embracing complexity in research on learning from examples and from problem solving

Cited by 11 publications

References 33 publications

Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts

Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts

Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach

Conditions under which college students cease learning

Contact Info

Product

Resources

About