The worked-example effect using ill-defined problems: Learning to recognise designers' styles

Rourke, Arianne; Sweller, John

doi:10.1016/j.learninstruc.2008.03.006

Cited by 102 publications

(65 citation statements)

References 32 publications

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“…Nevertheless, the findings from this study clearly show that worked examples are also effective for learning less structured tasks as Rourke and Sweller (2009) suggested, despite the suggestion by Schmidt et al (2007) that findings on instructional support on highly structured tasks might not necessarily apply to less structured tasks. These findings suggest that implementing a heavier reliance on worked examples in curricula may be an interesting option for law educators.…”

Section: Discussioncontrasting

confidence: 84%

“…Because such training tasks are not wellstructured, but not fully ill-structured either, we will refer to them as 'less-structured tasks' here. Far fewer studies have addressed the effects of examples using less structured tasks such as, for example, learning to recognize designer styles (Rourke & Sweller, 2009), learning to collaboratively diagnose a patient and design a treatment plan (Rummel&Spada, 2005), or learning argumentation skills (Schworm & Renkl, 2007). Schmidt, Loyens, Van Gog, and Paas (2007) suggested that findings concerning beneficial effects of instructional formats that provide high levels of guidance, such as worked examples, that were obtained with well-structured tasks might not necessarily apply to less structured tasks.…”

Section: Introductionmentioning

confidence: 99%

“…Schmidt, Loyens, Van Gog, and Paas (2007) suggested that findings concerning beneficial effects of instructional formats that provide high levels of guidance, such as worked examples, that were obtained with well-structured tasks might not necessarily apply to less structured tasks. The studies by Rourke andSweller (2009), Rummel andSpada (2005), and Schworm and Renkl (2007) suggest, however, that worked examples may also be effective with less structured tasks. In addition, Rourke and Sweller, in their study on teaching art students to recognize the style characteristics of different different designers, showed that second year students benefitted relatively more from example study than first year students.…”

Section: Introductionmentioning

confidence: 99%

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The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases

Nievelstein

Gog

Dijck

et al. 2013

Contemporary Educational Psychology

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The worked example effect indicates that learning by studying worked examples is more effective than learning by solving the equivalent problems. The expertise reversal effect indicates that this is only the case for novice learners; once prior knowledge of the task is available problem solving becomes more effective for learning. These effects, however, have mainly been studied using highly structured tasks. This study investigated whether they also occur on less structured tasks, in this case, learning to reason about legal cases. Less structured tasks take longer to master, and hence, examples may remain effective for a longer period of time. Novice and advanced law students received either a description of general process steps they should take, worked examples, worked examples including the process steps, or no instructional support for reasoning. Results show that worked examples were more effective for learning than problem-solving, both for novice and advanced students, even though the latter had significantly more prior knowledge. So, a worked example effect was found for both novice and advanced students, and no evidence for an expertise-reversal effect was found with these less structured tasks.

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Section: Discussioncontrasting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases

Nievelstein

Gog

Dijck

et al. 2013

Contemporary Educational Psychology

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“…Many researchers of CSCL have emphasised the use of learning in groups for all three types of tasks/problems (Baghaei et al 2007;Le et al 2013;Scheuer et al 2010;Strijbos, Kirschner, & Martens, 2003;Suthers 2003). The use of cognitive load theory for these different types of tasks has also been well recorded, for example Van Merriënboer and Sweller (2010), Rourke and Sweller (2009), and Sweller et al (2011a, 2011b.…”

Section: Relation To Collaborative Learningmentioning

confidence: 99%

From Cognitive Load Theory to Collaborative Cognitive Load Theory

Kirschner

Sweller

Kirschner

et al. 2018

Intern. J. Comput.-Support. Collab. Learn

Self Cite

315

263

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Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning. Intern. J. Comput.-Support. Collab. Learn (2018) 13:213-233 https://doi

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“…However, several recent studies have shown that worked examples can also be effective with less structured cognitive tasks such as learning how to apply an instructional design model (Hoogveld et al 2005), learning argumentation skills (Schworm and Renkl 2007), learning to construct concept maps ), learning to recognize designer styles (Rourke and Sweller 2009), or learning to reason about legal cases (Nievelstein et al 2010).…”

Section: For What Kinds Of Tasks Is Example-based Learning Effective?mentioning

confidence: 99%

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

2010

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Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why examplebased learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions. Bandura's (1977Bandura's ( , 1986) social learning theory. Both argue that it would be Educ Psychol Rev (2010) 22:155-174 Keywords

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The worked-example effect using ill-defined problems: Learning to recognise designers' styles

Cited by 102 publications

References 32 publications

The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases

The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases

From Cognitive Load Theory to Collaborative Cognitive Load Theory

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

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