From Example Study to Problem Solving: Smooth Transitions Help Learning

By Alexander Renkl, Robert K. Atkinson, Uwe Maier, Richard K. Staley. 2002

347 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/bda25348e038bfae46336058940efa7e0b03beb8

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In Artificial Intelligence

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Citations in the corpus

Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. (2003, methodology): “That is, the BF condition was associated with a higher solution rate of near-transfer problems as Renkl et al. (2002) documented in Experiments 1, 2, and 3.”
Expertise reversal effect and its instructional implications: introduction to the special issue (2010, background): “However, further studies with more advanced learners indicated that with the development of learner knowledge in a domain, such procedures and techniques often became unnecessary or even detrimental (Kalyuga et al. 1998, 2000, 2001; Renkl 1997; Renkl and Atkinson 2003; Renkl et al. 2002).”
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction (2007, background): “Faded worked examples (Renkl 1997; Renkl and Atkinson 2003; Renkl et al. 2002 ) gradually fade worked-out steps with increased levels of learner expertise by replacing these steps with problem solving sub-tasks.”
When worked examples don't work: Is cognitive load theory at an Impasse?☆ (2006, methodology): “Results showed no learning or time on task differences between the conditions, thus, contradicting prior research findings where fading methods were found to be superior to exampleeproblem methods (Renkl et al., 2002, 2004).”
Comparing Four Instructional Techniques for Promoting Robust Knowledge (2015, background): “Fading the level of support provided with successive problems leads to more flexible knowledge and better performance on near-transfer tasks (Atkinson et al. 2003; Renkl et al. 2002).”
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “Four reviewed studies (described in Renkl and Atkinson, 2001; Renkl et al., 2000; Renkl et al., 2002) indicated that the completion strategy is effective in managing cognitive load throughout the various phases of skill acquisition.”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “Reisslein et al. (2006) found no overall differences between fading, problem–example pairs, and example–problem pairs, but Renkl et al. (2002) and Atkinson et al. (2003b) did find a fading strategy to be more effective than example–problem pairs, especially backward fading in which the last…”
A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks (2010, background): “, whole numbers, fractions) that are used in the problems involving the DP? As previously noted, examples/problems with greater variability can enable students to better encode knowledge of principles (Renkl et al., 2002).”
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? * (2006, methodology): “This can be done either by prompting only for explanations for one or two solution steps within each example or by using a fading approach, in which the number of prompts is increased or decreased within the example sequence (see for a similar approach to foster anticipative reasoning Renkl, Atkinso”