Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving

Reisslein, Jana; Sullivan, Howard J.; Reisslein, Martin

doi:10.1002/j.2168-9830.2007.tb00914.x

Cited by 20 publications

(37 citation statements)

References 19 publications

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“…It appears to be an instance of the expertise reversal effect described by Kalyuga et al (2003). Reisslein and her colleagues have encountered this effect in two recent engineering-related studies involving high-priorknowledge students who scored much lower on the posttest under conditions in which they received more instruction and practice than under conditions in which they received less instruction and practice (Reisslein et al 2006(Reisslein et al , 2007.…”

Section: Achievementmentioning

confidence: 81%

“…They found that scores on a test of mental ability accounted for more than 40% of the variance on the increase in achievement from pretest to posttest. Reisslein et al (2007) found that engineering students with high prior knowledge of basic electrical circuits performed better on retention tasks under a fast rate of transitioning to independent problem solving, and that those with low prior knowledge performed better under a slow rate of transitioning. This is consistent with the reports of researchers who have suggested that learner control would be a greater benefit to learners with higher levels of prior knowledge or ability (Corbalan et al 2006;Lawless and Brown 1997;Merrill 2002).…”

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confidence: 95%

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Learner preferences and prior knowledge in learner-controlled computer-based instruction

Kopcha

Sullivan

2007

Education Tech Research Dev

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This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program) on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers. Students were blocked by preference-for-control scores and randomly assigned to either a learner-control or program-control version of instruction. A significant three-way interaction (prior knowledge · preference scores · type of control) revealed that students with high prior knowledge achieved better on the posttest when their preference for control was matched with the type of control they received, whereas students with low prior knowledge achieved better when their preference was mismatched. A significant three-way interaction on attitude reflected the same pattern found in the interaction for achievement scores. The overall results indicate that matching learner preference to the type of program they receive is an effective strategy for high-prior-knowledge students but not for those with low prior knowledge.

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Section: Achievementmentioning

confidence: 81%

mentioning

confidence: 95%

Learner preferences and prior knowledge in learner-controlled computer-based instruction

Kopcha

Sullivan

2007

Education Tech Research Dev

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“…In her doctoral dissertation, Reisslein (2005) examined the effect of the pace of transitioning from worked examples to independent problem solving for learners with different levels of prior knowledge in electrical circuit analysis (engineering college freshmen). Under the immediate transitioning condition, learners started practicing problems immediately after the introduction.…”

Section: Expertise Reversal For Instructional Guidance and Sequencingmentioning

confidence: 99%

Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

2007

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The interactions between levels of learner prior knowledge and effectiveness of different instructional techniques and procedures have been intensively investigated within a cognitive load framework since mid-90s. This line of research has become known as the expertise reversal effect. Apart from their cognitive load theory-based prediction and explanation, patterns of empirical findings on the effect fit well those in studies of Aptitude Treatment Interactions (ATI) that were originally initiated in mid-60s. This paper reviews recent empirical findings associated with the expertise reversal effect, their interpretation within cognitive load theory, relations to ATI studies, implications for the design of learnertailored instructional systems, and some recent experimental attempts of implementing these findings into realistic adaptive learning environments.Keywords Expertise reversal effect . Prior knowledge . Expertise . Cognitive load theory . Learner-tailored instructionAlthough advantages of individualized learner-tailored instruction have been recognized for long time and continue to be aspired (e.g., see VanLehn et al. 2007 for the most recent manifestation) it still remains a mainly unrealized dream for the majority of educators. Most instructional materials are designed in a fixed, one-for-all fashion, and by default, implicitly if not explicitly, assume novices as intended learners. Unavailability of suitable real-time (online) diagnostic assessment techniques has also impeded the development of learnertailored environments. Because of the involvement of many complex factors, issues of managing cognitive load by adapting instructions to individual learners, although recognized as important, have been mostly avoided by recent research projects in the field. On the other side, specific developmental projects in adaptive e-learning have been focused mostly on technical issues of tailoring instructional content to learner preferences, interests, choices, history of previous on-line behavior etc. and not based on fundamental cognitive characteristics of learners and evidence-based principles of instructional design.

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“…The findings of this study showed that BF resulted in significantly lower near-transfer performance for high prior-knowledge learners compared to EP. In the second study, the researchers examined the retention effects of using three different backward fading speeds (i.e., slow, fast, no fading) for learners with three different levels of prior knowledge (Reisslein, Sullivan, and Reisslein, 2007). The results indicated that the high prior-knowledge participants performed best under the fast and no fading conditions whereas the low prior knowledge participants performed best under the slow fading condition.…”

Section: Introductionmentioning

confidence: 99%

Optimizing Worked‐Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem‐Solving Practice

Moreno

Reisslein

Özoğul

2009

J of Engineering Edu

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How can we help college students develop problem-solving skills in engineering? To answer this question, we asked a group of engineering freshmen to learn about electrical circuit analysis with an instructional program that presented different problem-solving practice and feedback methods. Three findings are of interest. First, students who practiced by solving all problem steps and those who practiced by solving a gradually increasing number of steps starting with the first step first (forward-fading practice) produced higher near-transfer scores than those who were asked to solve a gradually increasing number of steps but starting with the last step first (backward-fading practice). Second, students who received feedback immediately after attempting each problem-solving step outperformed those who received total feedback on near transfer. Finally, students who learned with backward-fading practice produced higher near-and far-transfer scores when feedback included the solution of a similar worked-out problem. The theoretical and practical implications for engineering education are discussed.

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Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving

Cited by 20 publications

References 19 publications

Learner preferences and prior knowledge in learner-controlled computer-based instruction

Learner preferences and prior knowledge in learner-controlled computer-based instruction

Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

Optimizing Worked‐Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem‐Solving Practice

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