Example‐based learning: Effects of model expertise in relation to student expertise

Boekhout, Paul; Gog, Tamara van; Wiel, Margaretha W. J. van de; Gerards-Last, Dorien; Geraets, Jacques

doi:10.1348/000709910x497130

Cited by 48 publications

(40 citation statements)

References 42 publications

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“…Additionally, learning sciences research has shown that novices learn more from their peers than from experts when being trained directly on the task they are tested on [11]. However, expert examples have been shown to be more effective than peer examples on transfer tasks-tasks that share some, but not all, properties of the examples [11,4,16]. As each of our complex web search queries are quite different from one another, we expect our tasks to be in the transfer regime.…”

Section: Learning Sciencesmentioning

confidence: 99%

“…This can be seen as an analogue to the worked example effect, but instead of simply reading through an example, the worker must read and validate the work of a peer worker. However, the learning sciences literature suggests that expert examples are more effective than peer examples for transfer tasks [11,4,16]. These findings suggest the following hypothesis:…”

Section: Hypothesesmentioning

confidence: 99%

“…On the instructions given to workers for reviewing the examples, workers are informed that they cannot move on to the next task until 30 seconds elapse so that they are encouraged to spend time reading and understanding the examples. As in the gold standard condition, workers are also told that the examples will be more thorough than the task solutions we expect from 4 Note that we do not refer to these tasks as gold standard tasks to workers since the term "gold standard" may have negative associations for workers in terms of disqualification or rejection of work. them.…”

Section: Conditionsmentioning

confidence: 99%

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Toward a Learning Science for Complex Crowdsourcing Tasks

Doroudi

Kamar

Brunskill

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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We explore how crowdworkers can be trained to tackle complex crowdsourcing tasks. We are particularly interested in training novice workers to perform well on solving tasks in situations where the space of strategies is large and workers need to discover and try different strategies to be successful. In a first experiment, we perform a comparison of five different training strategies. For complex web search challenges, we show that providing expert examples is an effective form of training, surpassing other forms of training in nearly all measures of interest. However, such training relies on access to domain expertise, which may be expensive or lacking. Therefore, in a second experiment we study the feasibility of training workers in the absence of domain expertise. We show that having workers validate the work of their peer workers can be even more effective than having them review expert examples if we only present solutions filtered by a threshold length. The results suggest that crowdsourced solutions of peer workers may be harnessed in an automated training pipeline.

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Section: Learning Sciencesmentioning

confidence: 99%

Section: Hypothesesmentioning

confidence: 99%

Section: Conditionsmentioning

confidence: 99%

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Toward a Learning Science for Complex Crowdsourcing Tasks

Doroudi

Kamar

Brunskill

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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“…Especially, research focusing on expertise in the field of physiotherapy is narrow (Boekhout et al, 2010;Piirainen and Viitanen, 2010). Some studies have focused on how physiotherapy students acquire regulative knowledge, such as reflective and critical thinking skills, in practice (Bartlett and Cox, 2002;Clouder and Toms, 2008;Cole and Wessel, 2008;Donaghy and Morss, 2007;Roche and Coote, 2008), whereas only Le Maistre and Parè (2006) have attempted to present a holistic model of expert knowledge in the field of physiotherapy.…”

Section: How Skill Has Been Conceptualizedmentioning

confidence: 99%

Physiotherapy students’ conceptions of skill at the beginning of their Bachelor studies

Kurunsaari

Piirainen

Tynjälä

2015

Physiotherapy Theory and Practice

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Skills have recently received widespread attention in education policy documents and discussions. This article reports the results of research on Bachelor's degree physiotherapy students' conceptions of skill at the beginning of their studies. The aim of the present study was to examine how beginning students understand skill, and the focus was on conceptions of skill in general rather than on any particular skills. The participants of the study were 35 physiotherapy students. The data were gathered within the first two weeks of their university studies. Specifically, requested essays written by the students were analyzed using the phenomenographic approach. The data-driven analysis yielded four descriptive categories which reflect the students' conceptions of skill: (1) Talents; (2) Skills requiring individual practice; (3) Skills requiring social practice; and (4) Competence requiring collaboration. The categories form a hierarchy. The differences between the categories are described along seven themes of variation. The themes were named: (1) Acquisition; (2) Emotions; (3) Motivation; (4) Reflection; (5) Evaluation; (6) Agency; and (7) Social Environment. This hierarchical system of categories sheds new light on students' understanding of the skill. The findings can be used as a basis for planning physiotherapy curricula, especially for designing skills education and training, and for supporting students along their educational path, especially in offering opportunities for students to reflect on their skill conceptions. Ultimately, physiotherapy students' awareness of different skill conceptions and developing their skills to advise and treat will benefit patients.

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“…This example-based method, referred to as a worked example, has proven effective consistently as an instructional intervention in the study of problem solving. 20 A worked example, in its simplest form, is defined as a procedure for solving a problem with one correct answer, and it has long been associated with the teaching of solutions to problems in domains such as algebra, physics, and computer programming. Zhu and Simon substituted worked examples for lectures and other classroom activities in physics problem-solving among college students with promising results in knowledge acquisition.…”

Section: Literature Reviewmentioning

confidence: 99%

Writing Abstracts for MLIS Research Proposals Using Worked Examples: An Innovative Approach to Teaching the Elements of Research Design

Ondrusek

Thiele²,

Yang³

2014

CRL

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The authors examined abstracts written by graduate students for their research proposals as a requirement for a course in research methods in a distance learning MLIS program. The students learned under three instructional conditions that involved varying levels of access to worked examples created from abstracts representing research in the LIS field. A one-way analysis of variance (ANOVA) detected significantly higher scores in areas related to fluency in describing the research design and the required elements of a research proposal in the groups with more exposure to worked examples, while the rhetorical skills necessary to compose a succinct abstract and to relate a proposal to implications in the field were not affected.central tenet of graduate education is the expectation that students will be able to generate new knowledge from the research related to the discipline in which any given graduate student has elected to pursue study. The development of the skills needed by the students to meet this expectation requires a curriculum including coursework that exposes students to the research in the field and, ultimately, prepares students to demonstrate that they can transform that research into an original thesis. To this end, the culminating activities in many graduate programs include the submission of a thesis or a capstone paper. To help students to succeed in meeting exit requirements such as these, most graduate schools provide formal instruction in research methods. The hope is that, beyond graduation, these newly minted professionals will enter their fields armed with the tools they need to conduct research when the opportunities arise.In the library and information science (LIS) discipline, the need for students and practicing librarians to acquire experience in research methods has resulted in recomdoi:10.5860/crl.75.6.822 crl13-526

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Example‐based learning: Effects of model expertise in relation to student expertise

Abstract: This study suggests that when worked examples are based on actual performance, rather than an ideal procedure, expert models are to be preferred over advanced student models.

Cited by 48 publications

References 42 publications

Toward a Learning Science for Complex Crowdsourcing Tasks

Toward a Learning Science for Complex Crowdsourcing Tasks

Physiotherapy students’ conceptions of skill at the beginning of their Bachelor studies

Writing Abstracts for MLIS Research Proposals Using Worked Examples: An Innovative Approach to Teaching the Elements of Research Design

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