Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations

Renkl, Alexander; Stark, Robin; Gruber, Hans; Mandl, Heinz

doi:10.1006/ceps.1997.0959

Cited by 282 publications

(204 citation statements)

References 26 publications

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“…Subsequent studies have shown that prompting for such self-explanations can lead to improved learning outcomes in numerous domains including arithmetic (Calin-Jageman & Ratner, 2005;Rittle-Johnson, 2006;Siegler, 2002), geometry (Aleven & Koedinger, 2002;Wong, Lawson & Keeves, 2003), interest calculations (Renkl, Stark, Gruber & Mandel, 1998), LISP programming (Bielaczyc, Pirolli, & Brown, 1995), argumentation (Schworm & Renkl, 2007), Piagetian number conservation (Siegler, 1995), probability calculation (Große & Renkl, 2003), biology text comprehension (Chi, DeLeeuw, Chiu, & LaVancher, 1994), and balancing beam problems (Pine & Messer, 2000). Moreover, these self-explanation effects have been demonstrated across a wide range of age cohorts, from 5-year-old students (CalinJageman & Ratner, 2005) to adult bank apprentices (Renkl et al, 1998). Perhaps most impressive is that prompting for self-explanation also promotes transfer in many of these domains, even though participants rarely receive feedback on the quality of their explanations (e.g.…”

Section: The Self-explanation Effectmentioning

confidence: 99%

In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools

Matthews

Rittle‐Johnson

2009

Journal of Experimental Child Psychology

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Section: The Self-explanation Effectmentioning

confidence: 99%

In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools

Matthews

Rittle‐Johnson

2009

Journal of Experimental Child Psychology

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“…Tabelle 1). Da die Aussagekraft von Noten in Bezug auf den tatsächlichen Lernerfolg jedoch umstritten ist (Ruhloff, 1987;Schilmöller, 1992) Lind & Sandmann, 2003, S. 182;Renkl, 1997;Renkl, Stark, Gruber & Mandl, 1998), auch in unserer Untersuchung bestätigt.…”

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Lernstrategien und Lernerfolg im Studium:

Boerner

Seeber

Keller

et al. 2005

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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Zusammenfassung. Das von Wild und Schiefele (1994) vorgestellte Inventar zur Erfassung von Lernstrategien im Studium (LIST) wird an einer Stichprobe von N = 577 berufstätigen Studierenden vier unterschiedlicher Hochschulen untersucht. Die von Wild und Schiefele angenommene Struktur der kognitiven, ressourcenbezogenen und metakognitiven Lernstrategien wird hier erstmals faktorenanalytisch überprüft. Darüber hinaus wird erstmals die dreifaktorielle Struktur der metakognitiven Lernstrategien mit dem LIST-Inventar nachgewiesen. Schließlich sind im Sinne einer Außenvalidierung des LIST Zusammenhänge zwischen Lernstrategien und Lernerfolg der Studierenden nachweisbar.

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“…High quality argumentation includes at least two central features: First, learners have to provide sound reasons for their claims (Baker, 2003). This (self-)explanation is considered to be a powerful learning activity that fosters learning (Renkl et al, 1998). Furthermore, Stegmann et al (2007a) provided empirical evidence that the quality of single arguments is positively related with the depth of cognitive processing.…”

Section: Argumentative Knowledge Constructionmentioning

confidence: 99%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

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iii ABSTRACTOver the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis.In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners.To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts. ACKNOWLEDGMENTST...

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Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations

Cited by 282 publications

References 26 publications

In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools

In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools

Lernstrategien und Lernerfolg im Studium:

The Role of Personal and Shared Displays in Scripted Collaborative Learning

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