Worked examples with errors: when self-explanation prompts hinder learning of teachers diagnostic competences on problem-based learning

Don't Just Judge the Spelling! The Influence of Spelling on Assessing Second-Language Student Essays

“…Thus, these scales would have been too complex for using the controlled strategy, rendering the prompt less effective. This interpretation is in line with the finding that error-explaining prompts are not effective when teachers' cognitive load is too high (Heitzmann, Fischer, & Fischer, 2018) or for teachers with low professional knowledge (Chernikova et al, 2019). In both cases, teachers need more instructional guidance, which would be especially relevant for pre-service teachers such as the ones who participated in our study.…”

Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education

“…& Reflection phases were coded as included if learners were encouraged to think about the goals of the procedure, analyze their own performances, and plan further steps, or "not included." Bahreini et al, 2013Besser et al, 2015Chamberland et al, 2011Chamberland et al, 2015aChamberland et al, 2015bEva et al, 2007I Eva et al, 2007II Gold et al, 2013Gutierrez-Maldonado et al, 2014Heitzmann et al, 2013Heitzmann et al, 2015Heitzmann et al, 2018aHellermann et al, 2015Ibiapina et al, 2014I Ibiapina et al, 2014II Jarodzka et al, 2012Klug et al, 2016Krammer et al, 2016Liaw et al, 2010Mamede et al, 2012Neistadt & Smith, 1997Ohst et al, 2015I Ohst et al, 2015II Papa et al, 2007Peixoto et al, 2017Raupach et al, 2010I Raupach et al, 2010II Raupach et al, 2013I Raupach et al, 2013II Round, 1999Stark et al, 2011I Stark et al, 2011II Sunder et al, 2016 29 studies (reporting 35 independent experiments) included in the analysis Fig. 1 Flow chart of the study selection process Diagnostic situation included the (a) information base, which was coded as "interactionbased" if information to diagnose was gathered through real or simulated interactions; as "document-based" if information was gathered from a document or a video with diagnostic information without a possibility to interact; and (b) processing mode, which was coded as "collaboration" if collaboration during the diagnostic process was necessary, or as "individual" if diagnosis/decision was achieved by a...…”

“…Some empirical studies in medical and teacher education indicate positive effects of additional scaffolding (e.g., structured reflection) in diagnostics-related instruction (Ibiapina et al 2014;Klug et al 2016;. However, other studies report no added value of scaffolding or even negative effects (Heitzmann et al 2018a;Heitzmann et al 2015;Stark et al 2011). This variability in effects leads to further open questions.…”

Promoting case indexing in case library learning: Effects of indexing prompts on self‐explanation and problem solving

“…Given that merely presenting cases is not enough to support learners, additional scaffolds, such as the indexing prompts in this study, are necessary. Providing prompts is a promising method for learning in illdefined domains, such as ill-structured problem solving in an information system technology course (Ge & Land, 2003), learning argumentation (Schworm & Renkl, 2007) and learning to diagnose classroom situations (Heitzmann, Fischer, & Fischer, 2018) as well as well-defined domains such as mathematics (Chi & Wylie, 2014).…”

“…Offering indexing prompts combined with adaptable feedback could also be a favourable approach (Heitzmann et al, 2018). Indexing prompts can help learners draw important features from the cases, and adaptable feedback may encourage learners to focus on the knowledge that they need.…”