Example-based learning: The benefits of prompting organization before providing examples

Roelle, Julian; Hiller, Sara; Berthold, Kirsten; Rumann, Stefan

doi:10.1016/j.learninstruc.2016.11.012

Cited by 29 publications

(17 citation statements)

References 54 publications

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“…Researchers and instructors rely on so-called self-explanation prompts as an effective method to encourage learners to generate selfexplanations (e.g., Berthold & Renkl, 2010;Nokes et al, 2011). In computer-based learning environments, such prompts usually precede textboxes that offer learners the chance to type in their self-explanations (e.g., Hefter et al, 2014;Roelle & Renkl, 2020;Roelle et al, 2017). The quality of such self-explanations significantly mediated the learning environments' effects on learning outcomes in immediate posttests (e.g., as well as delayed posttests (e.g., Hefter et al, 2014Hefter et al, , 2015.…”

Section: Previous Example-based Learning Environments In Controlled/supervised Experimentsmentioning

confidence: 99%

Web-Based Training and the Roles of Self-Explaining, Mental Effort, and Smartphone Usage

Hefter

2021

Tech Know Learn

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The rising prevalence of online courses and ubiquitous smartphone use pose challenges to researchers and instructors. Open questions concern the effectiveness of digital interventions under unsupervised non-lab conditions, as well as potential associations between interruptions, smartphone usage, and learning. We experimentally tested a web-based training intervention based on video examples and self-explanation prompts with 53 undergraduate teacher students (training condition, n = 27 versus control condition, n = 26). Despite the unsupervised non-lab conditions with potential distractions and interruptions, we found the expected effect on learning outcomes. More interestingly, this effect was completely mediated by self-explanation quality. Furthermore, the effect of self-explanation quality on declarative knowledge was moderated by the number of interruptions during the web-based learning. Moreover, we implemented a simple yet valid method to assess the learners’ mean daily smartphone usage time. To do that, we relied on logging-functions most smartphones already have preinstalled. We detected moderate, negative correlations between the learners’ mean daily smartphone usage and their task engagement (i.e., mental effort and lack of interruptions) during our intervention. Our findings emphasize how effective it is to self-explain video examples, and how important it is to not get interrupted during web-based learning.

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Section: Previous Example-based Learning Environments In Controlled/supervised Experimentsmentioning

confidence: 99%

Web-Based Training and the Roles of Self-Explaining, Mental Effort, and Smartphone Usage

Hefter

2021

Tech Know Learn

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“…Both, video and animation, are extremely useful for producing an example-based learning environment (Roelle et al, 2017); it is a strategy to engage learners into topics with high levels of complexity, starting with processing simplest tasks and therefore making the transition easier (Aldrich, 2005;Roy, 2006).…”

Section: Figure 3 Classification and Definition Of E-learning Coursesmentioning

confidence: 99%

Impact assessment on the performance of e-learning in corporate training programs in the context of globalization

Gavril

Kiehne

Hell

et al. 2017

Proceedings of the International Conference on Business Excellence

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“…In the first step, learners receive instructional explanations explicating the basic declarative knowledge regarding new principles and concepts. In the second step, learners study worked examples, which instantiate the to‐be‐learned principles or concepts in a specific context and which include a solution (e.g., Berthold & Renkl, ; Foster, Rawson, & Dunlosky, ; Roelle, Hiller, Berthold, & Rumann, ; van Gog, Paas, & van Merriënboer, ). For learning from worked examples to be effective (e.g., in comparison to problem solving), it is essential that learners focus on the structural features of the examples and relate them to the previously received instructional explanations.…”

Section: Providing Worked Examples For Learning Multiple Principlesmentioning

confidence: 99%

Providing worked examples for learning multiple principles

Schalk

Roelle

Saalbach

et al. 2020

Applied Cognitive Psychology

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Summary Worked examples support learning. However, if they introduce easy‐to‐confuse concepts or principles, specific ways of providing worked examples may influence their effectiveness. Multiple worked examples can be introduced blocked (i.e., several for the same principle) or interleaved (i.e., switching between principles), and can be sequentially or simultaneously presented. Crossing these two factors provides four ways of presenting worked examples: blocked/sequential, interleaved/sequential, blocked/simultaneous, and interleaved/simultaneous. In an experiment with university students (N = 174), we investigated how these two factors influence the acquisition of procedural and conceptual knowledge about different, but closely related (thus, easy‐to‐confuse) stochastic principles. Additionally, we assessed the ability of students to discriminate between principles with verification tasks. Simultaneous presentation benefitted procedural knowledge whereas, interleaved presentation benefitted conceptual knowledge. No significant differences were found for verification tasks. The results suggest that it is worthwhile to adapt the presentation of the worked examples to the learning goals.

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Example-based learning: The benefits of prompting organization before providing examples

Cited by 29 publications

References 54 publications

Web-Based Training and the Roles of Self-Explaining, Mental Effort, and Smartphone Usage

Web-Based Training and the Roles of Self-Explaining, Mental Effort, and Smartphone Usage

Impact assessment on the performance of e-learning in corporate training programs in the context of globalization

Providing worked examples for learning multiple principles

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