Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?

Glogger‐Frey, Inga; Gaus, Katharina; Renkl, Alexander

doi:10.1016/j.learninstruc.2016.11.002

Cited by 58 publications

(47 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The short duration of our intervention might be a more likely explanation. While some studies also found effects with similarly short PS-I interventions (e.g., Loibl and Rummel 2014a, b), other researchers have implemented PS-I with much longer phases (e.g., Kapur 2012;Kapur and Bielaczyc 2012) or multiple cycles (Glogger-Frey et al 2017).…”

Section: Mechanisms For Conceptual Knowledgementioning

confidence: 99%

The effect of contrasting cases during problem solving prior to and after instruction

et al. 2020

View full text Add to dashboard Cite

Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unclear is whether this effect results from merely changing the order of the learning phases (i.e., instruction or problem solving first) or from additional features, such as presenting problem-solving material in the form of cases that differ in one feature at a time. Contrasting such cases may highlight the deep features and provide grounded feedback to students' problem-solving attempts. In addition, the effect of the order of instruction and problem solving on procedural fluency is still unclear. The present experiment (N = 181, mean age = 14.53) investigated in a 2 × 2 design the effects of order (instruction or problem solving first) and of contrasting cases in the problem-solving material (yes/no) on conceptual understanding and procedural fluency. Additionally, the quality and quantity of students' solution attempts from the problem-solving phase were coded. Regarding the learning outcomes, the ANOVA results suggest that for procedural fluency instruction prior to problem solving was more beneficial than problem solving prior to instruction. Merely delaying instruction did not increase conceptual understanding. The contrasting cases did not affect the quality of solution attempts, nor the posttest results. As expected, students who received instruction first generated fewer, but higher-quality solution attempts.

show abstract

Section: Mechanisms For Conceptual Knowledgementioning

confidence: 99%

The effect of contrasting cases during problem solving prior to and after instruction

et al. 2020

View full text Add to dashboard Cite

show abstract

“…For instance, unclear instructional procedures can impose extraneous load. Extraneous processing means that the learner engages in cognitive processing that does not support the learning objective (De Leeuw & Mayer, 2008;Glogger-Frey, Gaus & Renkl, 2017;van Merriënboer & Sluijsmans, 2008;Sweller, 2010). Instructional design techniques that reduce extraneous load (e.g., fading support) should ensure that students devote less attention to irrelevant aspects of the task.…”

Section: Cognitive Load Theorymentioning

confidence: 99%

Combining physiological data and subjective measurements to investigate cognitive load during complex learning

Larmuseau

Vanneste

Cornelis³

et al. 2019

FLR

View full text Add to dashboard Cite

Cognitive load theory is one of the most influential theoretical explanations of cognitive processing during learning. Despite its success, attempts to assess cognitive load during learning have proven difficult. Therefore, in the current study, students' self-reported cognitive load after the problem-solving process has been combined with measures of physiological data, namely, electrodermal activity (EDA) and skin temperature (ST) during the problem-solving process. Data was collected from 15 students during a high and low complex task about learning and teaching geometry. This study first investigated the differences between subjective and physiological data during the problem-solving process of a high and low complex task. Additionally, correlations between subjective and physiological data were examined. Finally, learning behavior that is retrieved from log-data, was related with EDA. Results reveal that the manipulation of task complexity was not reflected by physiological data. Nevertheless, when investigating individual differences, EDA seems to be related to mental effort.

show abstract

“…By providing more opportunities for the university students to experience in developing lesson plans directly then they will be able to find out the knowledge which is taught in real, therefore, it can facilitate the university students in constructing their understanding. As stated by Glogger [5] and Naeimi [6], students can set and design the understanding with the direct instruction in which this aspect becomes more important in the process of understanding a concept. Moreover, Kozloff [7], and Oladayo [8] mentioned that the direct instruction can stimulate students for being active in the process of presenting ideas and even in responding criticism based on their experiences.…”

Section: Introductionmentioning

confidence: 99%

Implementing Direct Instruction in the Teaching and Learning Instrument Development Course

Subandi¹,

Masrur²,

Arista³

et al. 2019

Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019)

View full text Add to dashboard Cite

Student's competence formation in the world of education is a common problem that occurs at every level and all education promoters. The direct instruction can be used as an alternative solution in the learning process to overcome these problems. The direct instruction is proven to be able to help students to understand the knowledge easier that is characterized by the formation of skills in preparing the lesson plans because this model provides the opportunity for students to experience directly about the process of preparing the required learning tools. The gained direct experience is stored in the memory which is continued by the deposition process then will become a semipermanent knowledge. With the deposition of experience in an activity that is experienced directly, it can make students easier to get back the knowledge from memory when needed. Therefore, based on the results of this study, the direct instruction is considered feasible to be used as an alternative choice, especially in the teaching and learning process usage that has the goal of forming the skills in developing learning tools for students. Because this type of learning model is more aimed at the formation of abilities and skills in students in which students are required to produce a device and not just test pedagogical knowledge at the end of the learning process.

show abstract

Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?

Cited by 58 publications

References 36 publications

The effect of contrasting cases during problem solving prior to and after instruction

The effect of contrasting cases during problem solving prior to and after instruction

Combining physiological data and subjective measurements to investigate cognitive load during complex learning

Implementing Direct Instruction in the Teaching and Learning Instrument Development Course

Contact Info

Product

Resources

About