How much is too much? Learning and motivation effects of adding instructional explanations to worked examples

Richey, J. Elizabeth; Nokes‐Malach, Timothy J.

doi:10.1016/j.learninstruc.2012.11.006

Cited by 43 publications

(23 citation statements)

References 39 publications

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“…Compared to the preconstructed externalization they identified only 80% of the central and 63% of the minor central units. Thus, in line with other research on the optimal level of guidance (e.g., Richey & Nokes-Malach, 2013), the results of this study indicate that the level of guidance may not affect the amount of information learners remember from an information source.…”

Section: Effects Of Externalizations On Posttest Retention Taskssupporting

confidence: 90%

“…Thus, in this study higher order thinking processes were promoted by the condition associated with a lower level of guidance. Other research also found that a lower level of guidance fostered performance in application tasks (e.g., Richey & Nokes-Malach, 2013).…”

Section: Effects Of Externalizations On Posttest Application Tasksmentioning

confidence: 92%

“…Guidance aids learners in dealing with the numerous demands of an informal learning process (e.g., Lee & Anderson, 2013). A higher level of guidance can encourage learners to apply efficient strategies and to use appropriate learning paths in order to quickly acquire knowledge on a topic (e.g., Richey & Nokes-Malach, 2013;Wittwer & Renkl, 2010). A lower level of guidance gives learners the opportunity to selfexplore and self-construct knowledge, thereby promoting active engagement which may facilitate a deep understanding of the source materials (e.g., Perkins, 2006;Richey & Nokes-Malach, 2013).…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

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Informal Learning with Technology: The Effects of Self-Constructing Externalizations

Damnik

Proske

Narciss

et al. 2013

The Journal of Educational Research

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Especially in the context of technologyenhanced informal learning, it is crucial to understand how to design information sources in such a way that learners are not overwhelmed by the demands of the learning process, but at the same time are engaged in higher order thinking processes. Guidance aids learners in dealing with the demands of a learning process. The authors examined the effects of different levels of guidance provided by an information source. To this end, the effects of a preconstructed externalization are compared to a self-constructed externalization. Thirtyeight students participated in the study. The results revealed no significant differences between the groups with respect to posttest retention. However, performance in application tasks was promoted by the condition associated with a lower level of guidance. This suggests that having learners self-construct an externalization might be a suitable means to elicit learners' higher order thinking processes in technology-enhanced informal learning.

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Section: Effects Of Externalizations On Posttest Retention Taskssupporting

confidence: 90%

Section: Effects Of Externalizations On Posttest Application Tasksmentioning

confidence: 92%

Section: Please Scroll Down For Articlementioning

confidence: 99%

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Informal Learning with Technology: The Effects of Self-Constructing Externalizations

Damnik

Proske

Narciss

et al. 2013

The Journal of Educational Research

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“…Recently, we have begun to explore the relationship between students' achievement goals, instruction, and transfer (Belenky & Nokes-Malach, 2012Nokes & Belenky, 2011;Richey & Nokes-Malach, 2013). In two experiments, Nokes-Malach (2012, 2013) found that students who reported high levels of dispositional mastery-approach goal orientation for mathematics were more likely to learn and transfer new statistics concepts than students who reported low levels of mastery-approach orientation.…”

Section: Recent Advances In the Investigation Of Motivation And Transfermentioning

confidence: 99%

Knowledge Transfer

2012

Key Concepts in Sport Management

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Controversy regarding the nature and frequency of knowledge transfer has received significant attention for more than a century, and this debate has sparked advances in our theoretical understanding of transfer as well as educational practices designed to promote it. We review the classical cognitive approach to studying transfer and highlight several important critiques of that approach regarding issues of context, assessment, and individual differences. These critiques have pushed research to improve understanding of the learning processes that facilitate transfer, the application processes that enact it, and the measurement of it. Research investigating the relationship between achievement goals and transfer serves as an example of the ways issues of context and individual differences are being integrated into the study of transfer. Future work on transfer should continue to refine and clarify how we define, assess, and promote it.

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“…Self‐explanation prompts may support learners in realising their need for additional explanation and assist students with weaker learning prerequisites to seek help efficiently. A possible limitation to the benefits of a combination of self‐explanation prompts and additional instructional explanation is that it can suppress self‐explanation . However, whether the combination of these two instructional support methods (self‐explanation prompts and adaptable feedback) can facilitate diagnostic competence in a learning environment using worked‐example cases with integrated errors has not yet been studied systematically.…”

Section: Introductionmentioning

confidence: 99%

Enhancing diagnostic competence with self-explanation prompts and adaptable feedback

et al. 2015

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How much is too much? Learning and motivation effects of adding instructional explanations to worked examples

Cited by 43 publications

References 39 publications

Informal Learning with Technology: The Effects of Self-Constructing Externalizations

Informal Learning with Technology: The Effects of Self-Constructing Externalizations

Knowledge Transfer

Enhancing diagnostic competence with self-explanation prompts and adaptable feedback

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