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Glogger-Frey, Inga; Treier, Anne-Katrin; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2022
A worked-out or an open inventing problem with contrasting cases can prepare learners for learning from subsequent instruction differently regarding motivation and cognition. In addition, such activities potentially initiate different learning processes during the subsequent ("future") learning phase. In this experiment (N = 45…
Descriptors: Preservice Teachers, Motivation, Learning Processes, Learning Strategies
Hefter, Markus H.; ten Hagen, Inga; Krense, Claudia; Berthold, Kirsten; Renkl, Alexander – Journal of Educational Psychology, 2019
A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N[subscript 1] = 57; N[subscript 2] = 43). The students acquired argumentation knowledge by self-explaining…
Descriptors: Instructional Effectiveness, Efficiency, Persuasive Discourse, Demonstrations (Educational)
Hefter, Markus H.; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan; Berthold, Kirsten – Journal of Experimental Education, 2018
Argumentative thinking requires not only the "skill" to apply argumentative strategies such as supporting theories with evidence but also the "will" to apply these strategies by considering argumentative thinking to be both reasonable and worthwhile. Focusing on direct instruction for the initial acquisition of both skill and…
Descriptors: Persuasive Discourse, Intervention, Thinking Skills, Computer Assisted Instruction
Renkl, Alexander; Atkinson, Robert K.; Grosse, Cornelia S. – Instructional Science: An International Journal of Learning and Cognition, 2004
In order to facilitate the transition from learning from worked examples in earlier stages of skill acquisition to problem solving in later stages, it is effective to successively fade out worked solution steps--in comparison to the traditional method of employing example--problem pairs that is frequently used in cognitive-load research. In the…
Descriptors: Teaching Methods, Learning Processes, Problem Solving, Computer Assisted Instruction
Schworm, Silke; Renkl, Alexander – Computers and Education, 2006
We investigated whether the findings from worked-out example research on the effects of self-explanation prompts and on instructional explanations can be generalized to other example types--in this case: solved example problems. Whereas worked-out examples consist of a problem formulation, solution steps, and the final solution, solved example…
Descriptors: Teaching Methods, Student Teachers, Computer Assisted Instruction, Problem Solving