Conditions and effects of example elaboration

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

doi:10.1016/s0959-4752(01)00015-9

Cited by 72 publications

(46 citation statements)

References 18 publications

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“…For example, it is essential that the learning tasks within the same task class show a high variability on all dimensions that also vary in the real world to reach transfer of learning (Paas & van Merriënboer, 1994;Quilici & Mayer, 1996;van Merriënboer, Schuurman, et al, 2002). As another example, asking questions about worked-out examples or completion tasks is important to ensure that learners elaborate them (see Stark, Mandl, Gruber, & Renkl, 2002).…”

Section: Discussionmentioning

confidence: 99%

Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning

Merriënboer¹,

Kirschner²,

Kester³

2003

Educational Psychologist

598

352

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Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind. In this article we present a framework for scaffolding practice and just-in-time information presentation, aiming to control cognitive load effectively. We briefly describe a design model for complex learning consistent with cognitive load theory. Theoretical and practical implications of the presented framework are discussed.Recent instructional theories tend to focus on authentic learning tasks that are based on real-life tasks as the driving force for learning (Merrill, 2002; Reigeluth, 1999a;. The general assumption is that such tasks help learners to integrate the knowledge, skills, and attitudes necessary for effective task performance; give them the opportunity to learn to coordinate constituent skills that make up complex task performance; and eventually enable them to transfer what is learned to their daily life or work settings. This focus on authentic, whole tasks can be found in practical educational approaches, such as project-based education, the case method, problem-based learning, and competency-based learning; and in theoretical models, such as Collins, Brown, and Newman's (1989) theory of cognitive apprenticeship learning, Jonassen's (1999) theory of constructive learning environments, Nelson's (1999) theory of collaborative problem solving, and Schank, Berman, and MacPerson's (1999) theory of goal-based scenario.A severe risk of all of these approaches is that learners have difficulties learning because they are overwhelmed by the task complexity. The aim of this article is to discuss managing cognitive load when rich learning tasks are used in education. First, methods for scaffolding whole-task practice are discussed, including simple-to-complex sequencing of learning tasks and the use of alternative tasks, such as worked-out examples and completion tasks. Second, methods for just-in-time information presentation are discussed, including timely presentation of information to support practice on learning tasks and the direct, step-by-step presentation of procedural information. Third, we briefly sketch an instructional design model for complex learning fully consistent with cognitive load theory (CLT). We conclude that CLT offers useful guidelines for decreasing intrinsic and extraneous cognitive load, so that sufficient processing capacity is left for genuine learning.

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Section: Discussionmentioning

confidence: 99%

Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning

Merriënboer¹,

Kirschner²,

Kester³

2003

Educational Psychologist

598

352

View full text Add to dashboard Cite

show abstract

“…Most studies present the questionnaire only after learning has taken place (for example, Ayres 2006a; Hasler et al 2007;Kalyuga et al 1999;Pociask and Morrison 2008;Tindall-Ford et al 1997), whereas other studies repeat the same questionnaire several times during (and sometimes also after) the learning process (for example, Kester et al 2006a;Paas et al 2007;Stark et al 2002;Tabbers et al 2004;van Merriënboer et al 2002). The more often cognitive load is measured the more accurate the view of the actual cognitive load is, certainly if it is assumed that cognitive load may vary during the learning process (Paas et al 2003b).…”

Section: Measuring Cognitive Load Through Self-reportingmentioning

confidence: 99%

Cognitive load theory, educational research, and instructional design: some food for thought

2009

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Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load.

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“…During the time that participants in the training conditions observed the models self-assess their performance and select new tasks (approximately 90s), participants in the control condition were asked to remember and restate what was explained in the modeling example by typing in (step-by-step) what should be done at each step (cf. Stark et al 2002).…”

Section: Training Phasementioning

confidence: 99%

Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?

et al. 2017

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Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and task-selection, is effective for improving adolescents' problem-solving posttest performance after self-regulated learning. In these examples, the models used a specific taskselection algorithm in which perceived mental effort and self-assessed performance scores were combined to determine the complexity and support level of the next task, selected from a task database. In the present study we aimed to replicate prior findings and to investigate whether transfer of task-selection skills would be facilitated even more by a more general, heuristic task-selection training than the task-specific algorithm. Transfer of task-selection skills was assessed by having students select a new task in another domain for a fictitious peer student. Results showed that both heuristic and algorithmic training of self-assessment and task-selection skills improved problem-solving posttest performance after a self-regulated learning phase, as well as transfer of task-selection skills. Heuristic training was not more effective for transfer than algorithmic training. These findings show that example-based self-assessment and task-selection training can be an effective and Electronic supplementary material The online version of this article (https://doi.org/10.1007/s11251-017-9434-0) contains supplementary material, which is available to authorized users.

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Conditions and effects of example elaboration

Cited by 72 publications

References 18 publications

Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning

Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning

Cognitive load theory, educational research, and instructional design: some food for thought

Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?

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