Worked-out examples: instructional explanations support learning by self- explanations

By Alexander Renkl. 2002

446 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/47342d2f0947ce6e373c9d136117642064167b86

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning (2009, background): “Several studies have shown that students learn better when they explain instructional materials to themselves (e.g., Aleven & Koedinger, 2002; Renkl 2002), or when students explain their own problem-solving steps (e.g., Kramarski & Mevarech, 2003).”
Affect-aware tutors: recognising and responding to student affect (2009, result): “Links between students' behaviours, attitudes and perceptions exist and correlations between help requests and learning have been shown to be consistent with other authors' findings (Wood and Wood, 1999; Renkl, 2002).”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “, Renkl , 2002 ) .”
The impact of text coherence on learning by self-explanation (2007, background): “A substantial number of studies have reported that students develop a deeper understanding of material they have studied if they generate explanations to themselves whilst learning (Aleven & Koedinger, 2002; Bielaczyc, Pirolli, & Brown, 1995; Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Chi, deLeeuw”
A Reconsideration of Cognitive Load Theory (2007, background): “Thus, following the ready-made solution in a worked-out example imposes a lower intrinsic load on the learner’s working memory than finding the solution on one’s own (cf. Cooper and Sweller 1987; Renkl 1999, 2002; Sweller and Chandler 1991, 1994).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “Active processing and understanding can also be fostered by instructing students to self-explain the principles behind the worked-out solution steps (e.g., Chi et al. 1989; Renkl 1997, 2002).”
Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, unknown): “Extraneous load can be reduced, for example, by the use of goal-free tasks (Ayres, 1993), worked examples (Renkl, 2002) and completion tasks (Van Merrienboer, Schuurman, de Croock, & Paas, 2002), by integrating different sources of information (Ginns, 2006), by using multiple modalities (Ginns, 2005”
When worked examples don't work: Is cognitive load theory at an Impasse?☆ (2006, background): “However, the lower ratings on the effort scales when learning from more elaborated explanations were interpreted to indicate that deeper explanations gave these students an ‘‘illusion of understanding’’ (Renkl, 1999, 2002).”
Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings (2005, background): “Self-explanationactivitiescanbepromotedbyvariousinstructionalmeasures,for exampletheprovisionofsupportiveinstructionalexplanations(Renkl,2002).”
Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010, background): “Other effective ways to increase germane load are by increasing the variability of learning tasks (e.g., Paas and Van Merriënboer 1994) or asking learners to self-explain how they arrived at a problem solution (e.g., Renkl 2002).”
Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning (2006, methodology): “In addition, Renkl and Atkinson (2003) studied the use of self-explanation prompts in combination with the ‘completion strategy’ in the domain of statistics (probability).”
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007, background): “Aleven et al. (2003) provide a review of similar results including studies by Schworm and Renkl (2002) that showed that on-demand hints lead to better learning in a system for example studying.”
Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account (2009, background): “Against this background, it is paradoxical that—in contrast to prompting learners to self-explain— providing instructional explanations about the rationale of solutions typically does not help when learning from worked examples (e.g., Gerjets et al. 2006; Renkl 2002 ).”
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? * (2006, background): “These feelings of understanding are frequently illusionary (Renkl, 1999, 2002).”
Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. (2007, background): “94 Rohrer and Taylor (2006). 95 Bahrick, Bahrick, Bahrick, et al. (1993). 96 See Schmidt and Bjork (1992); and Bjork and Bjork (2006) for illuminating discussions of this general theme.”
A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries (2010, methodology): “We analyzed worked examples because they are important means of scaffolding student understanding and can facilitate skill acquisition (Renkl, 2002).”