Delaying instruction: evidence from a study in a university relearning setting

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Learning from productive failure (2015, background): “Likewise, Westermann and Rummel (2012) provided a peer-interaction role-play script to support collaborative interaction during the generation phase, and Kapur (2012) provided affective support to encourage students to persist in the generative task.”
Learning from errors: A model of individual processes (2016, background): “For example, Westermann and Rummel (2012) found that metacognitive support during student collaboration on difficult learning content and discussions of their wrong solutions lead to better learning outcomes.”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “We assume that other processes, such as motivation (Belenky and Nokes-Malach 2012; Glogger-Frey et al. 2015) or collaborative structure (Sears 2006; Mazziotti et al. 2014, 2015; Westermann and Rummel 2012), contribute to learning from PS-I.”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “…students can rely only on their prior knowledge to generate solutions, the nature of these solutions provides a measure of the types of knowledge that was activated and how this knowledge is relevant in relation to the targeted concept (Kapur, 2014; Loibl & Rummel, 2014; Westermann & Rummel, 2012).”