Toward an Instructionally Oriented Theory of Example-Based Learning

By Alexander Renkl. 2014

489 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

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Citations in the corpus

Causal Interpretability for Machine Learning - Problems, Methods and Evaluation (2020, background): “As proved in education [87] and psychology domains [1], learning from experiences and examples are promising tools to explain complex concepts.”
Effects of Observing the Instructor Draw Diagrams on Learning from Multimedia Messages. (2016, background): “Instead, cognitive resources can be allocated toward attending to relevant behaviors of the model and abstracting general problem-solving principles that can be applied to new situations (Renkl, 2014).”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, methodology): “Reviewing the worked example literature in detail is beyond the scope of this paper, but recent review papers on worked examples (e.g., Renkl 2014; Van Gog and Rummel 2010) draw a clear picture, favoring example-problem pairs over problem-example pairs.”
Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators (2015, background): “For these students, learning environments based of direct instruction or highly scaffolded approaches such as worked-out examples (Renkl, 2014) might pose fewer problems.”
Learning from video modeling examples: Content kept equal, adults are more effective models than peers (2016, background): “…design research (e.g., Anderson, 1993; Sweller, Ayres, & Kalyuga, 2011) that has shown the effectiveness of example- based learning (for reviews: Renkl, 2014; Sweller et al., 2011; Van Gog & Rummel, 2010).1 Video modeling examples in which a model demonstrates and explains how to solve a…”
Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching (2015, background): “Observational learning refers to “learning by observing other persons’ behavior (i.e., models)” (Renkl, 2014, p. 8).”
Simulation-Based Learning in Higher Education: A Meta-Analysis (2020, background): “In this framework, examples provide solutions or model target behavior (e.g., Renkl, 2014) and can be positioned at a high level of instructional guidance and therefore less self-regulation.”
Cognitive Architecture and Instructional Design: 20 Years Later (2019, background): “A review of studies on learning from examples is provided by Renkl (2013).”
Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, background): “An issue with these instructional strategies, however, is that they do not seem to consistently lead to better learning outcomes as measured by performance on isomorphic and transfer problems than merely studying examples (Renkl, 2014).”
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, background): “It describes the advantage of studying worked examples as compared to learning by doing (e.g., problem solving, exploring) for the initial acquisition of cognitive skills (e.g., solving certain types of mathematical problems or engaging in effective learning strategies; e.g., Renkl 2014a, b).”