Process support in learning tasks for acquiring complex cognitive skills in the domain of law

Nadolski, Rob; Kirschner, Paul A.; Merriënboer, Jeroen J. G. van

doi:10.1016/j.learninstruc.2006.03.004

Cited by 25 publications

(20 citation statements)

References 31 publications

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“…In addition, there were a number of researchers who investigated how to increase the germane cognitive load (Gerjets et al 2006;Nadolski et al 2006;Paas and van Merri/nboer 1994;van Gog et al 2006). However, worked examples were not effective in all those cases.…”

Section: Worked Examples and Prior Knowledgementioning

confidence: 99%

“…Recently, there have been rapid developments in the use of computer-based learning environments related to worked examples (Gerjets et al 2006;Gerjets et al 2008;Jung and Kim 2006;Kalyuga et al 2001;Kim 2005;Nadolski et al 2006;Paas and van Merri/nboer 1994;Schworm and Renkel 2006;van Gog et al 2006van Gog et al , 2008 (Crippen and Earl 2007;Gerjets et al 2008;Gerjets et al 2006;Kim 2005;Paas and van Merri/nboer 1994;Schworm and Renkel 2006). Moreover, Crippen and Earl (2007), Gerjets et al (2006), and Schworm and Renkel (2006) explored whether the prompts of self-explanations or instructional explanations in the worked example instructions enhanced the performance.…”

Section: Worked Examples In the Computer-based Learning Environmentsmentioning

confidence: 99%

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The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners

Kyun

Lee

2009

Asia Pacific Educ. Rev.

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The aim of this study is to investigate the effects of presentation formats of worked examples and the interaction effects between the presentation formats of worked examples and the prior knowledge of learners. An investigation with 97 middle school students working in four conditions (CPWE, CWE, PWE, and the control group) was conducted. The results indicate that CPWE was the most effective condition in retention and transfer. In addition, a partial expertise reversal effect was revealed in the element transfer test. High prior knowledge learners in both CPWE and PWE were superior to those who were in CWE and the control group, while low prior knowledge learners in CPWE were superior to those who were in other conditions.

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Section: Worked Examples and Prior Knowledgementioning

confidence: 99%

Section: Worked Examples In the Computer-based Learning Environmentsmentioning

confidence: 99%

The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners

Kyun

Lee

2009

Asia Pacific Educ. Rev.

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“…See also [10,11]. A process worksheet provides a generic, but content-based, description of the phases one should go through when solving a problem.…”

Section: Introductionmentioning

confidence: 99%

Traditional microscopy instruction versus process-oriented virtual microscopy instruction: a naturalistic experiment with control group

et al. 2011

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BackgroundVirtual microscopy is being introduced in medical education as an approach for learning how to interpret information in microscopic specimens. It is, however, far from evident how to incorporate its use into existing teaching practice. The aim of the study was to explore the consequences of introducing virtual microscopy tasks into an undergraduate pathology course in an attempt to render the instruction more process-oriented. The research questions were: 1) How is virtual microscopy perceived by students? 2) Does work on virtual microscopy tasks contribute to improvement in performance in microscopic pathology in comparison with attending assistant-led demonstrations only?MethodDuring a one-week period, an experimental group completed three sets of virtual microscopy homework assignments in addition to attending demonstrations. A control group attended the demonstrations only. Performance in microscopic pathology was measured by a pre-test and a post-test. Student perceptions of regular instruction and virtual microscopy were collected one month later by administering the Inventory of Intrinsic Motivation and open-ended questions.ResultsThe students voiced an appreciation for virtual microscopy for the purposes of the course and for self-study. As for learning gains, the results indicated that learning was speeded up in a subgroup of students consisting of conscientious high achievers.ConclusionsThe enriched instruction model may be suited as such for elective courses following the basic course. However, the instructional model needs further development to be suited for basic courses.

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“…They guide students to accomplish the key phases of the whole task, help learners to activate prior knowledge and offer relevant resources to solve tasks efficiently. IPS research shows that driving questions turn out to be a useful supporting tool for assisting students through the phases and skills required to solve IPS tasks [35,36]. In this line, [23] found that driving questions had positive effects in regulating the IPS process in higher education.…”

mentioning

confidence: 97%

“…In this line, [23] found that driving questions had positive effects in regulating the IPS process in higher education. The authors of [36] also used driving questions to aid law students in the proper use of electronic resources and guide them through their learning process.…”

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confidence: 99%

Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

Pifarré

Argelagós

2020

Sustainability

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This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction programme to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the internet critically and gave personal arguments. The findings also revealed that during the three-year project, the scores of IPS task performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout long-term instructional support and shows a series of educational implications.

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Process support in learning tasks for acquiring complex cognitive skills in the domain of law

Cited by 25 publications

References 31 publications

The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners

The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners

Traditional microscopy instruction versus process-oriented virtual microscopy instruction: a naturalistic experiment with control group

Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

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