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Direct linkGlogger-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
Salden, Ron J. C. M.; Aleven, Vincent; Schwonke, Rolf; Renkl, Alexander – Instructional Science: An International Journal of the Learning Sciences, 2010
Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method, and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise reversal effect suggests that it is desirable to tailor the fading of worked examples to individual…
Descriptors: Knowledge Level, Problem Solving, Teaching Methods, Tutors
Salden, Ron J. C. M.; Koedinger, Kenneth R.; Renkl, Alexander; Aleven, Vincent; McLaren, Bruce M. – Educational Psychology Review, 2010
Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizing extraneous cognitive load by providing…
Descriptors: Feedback (Response), Computer Assisted Instruction, Problem Solving, Tutors
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
Peer reviewedStark, Robin; Mandl, Heinz; Gruber, Hans; Renkl, Alexander – International Journal of Educational Research, 1999
Studied transfer with 60 adults in 4 different computer-based learning environment conditions (simulation of a business with multiple or uniform contexts) for which learners were given either no guidance, problem-solving guidance, or worked-out examples. Results suggest that to optimize learning, learning by problem solving should be combined with…
Descriptors: College Students, Computer Assisted Instruction, Economics, Higher Education
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
