Robin Stark

Conditions and Effects of Example Elaboration.

The re-analysis is aimed at extending earlier findings on example-based learning and to draw consequences for further research and instructional practice. Based on an earlier experimental study on learning with worked-out examples in the domain of accounting (n=56 students of a vocational school), we re-analysed the effects of an intervention means (elaboration training) on learning behaviour (aspects of example elaboration). In a further step, different ways of dealing with worked-out examples (elaboration profiles) were identified and related to the subsequent learning outcomes and to the learners’ mental effort. We explained the formation of different elaboration profiles by various learner characteristics (prior knowledge, interest and tolerance of ambiguity). It was shown that the elaboration training had a positive effect on the quality of example elaboration. Two ways of learning-effective example elaboration were identified. Subgroups of learners with different elaboration profiles differed in mental effort and in tolerance of ambiguity, but not with respect to prior knowledge and interest. High tolerance of ambiguity concurred with high mental effort and resulted in effective, metacognitively accentuated example elaboration. By integrating cognitive and motivational characteristics in the analysis of elaboration patterns, new insights concerning example-based learning and the role mental effort plays in this context could be won. Consequences for research and instructional practice were drawn.  2001 Elsevier Science Ltd. All rights reserved.

Fostering diagnostic knowledge through computer-supported, case-based worked examples : effects of erroneous examples and feedback

Objectives  A case‐based, worked example approach was realised in a computer‐based learning environment with the intention of facilitating medical students’ diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and elaborated feedback. In the context of an experimental study, the two measures were varied experimentally.

Instructional effects in complex learning: Do objective and subjective learning outcomes converge?

Abstract The influence of multiple learning contexts and problem solving guidance on the acquisition of applicable knowledge and subjective learning outcomes in complex learning was investigated. Using a 2 × 2 factorial design, 60 economics students from a vocational school were confronted with one of four conditions when learning with a computer-based simulation of a company (factor 1: learning context [uniform learning contexts versus multiple learning contexts]; factor 2: problem solving guidance [unguided problem solving versus guided problem solving]). No single learning condition was superior with regard to all learning outcomes. Multiple learning contexts in combination with problem solving guidance turned out to be the most suitable learning condition when objective learning outcomes were taken into consideration. The problem solving guidance procedure, however, led to a rather pessimistic self-evaluation of learning outcomes. The problem of self-evaluation of learning outcomes in complex learning is discussed, and remedies are proposed.

Do worked examples foster medical students' diagnostic knowledge of hyperthyroidism?

Objectives  In an initial experimental study in the domain of learning about hypertension, a case‐based, worked example approach was found to be most effective when erroneous examples and elaborated feedback were provided. However, combining erroneous examples with knowledge of correct result (KCR) feedback impaired learning. This study was designed to establish whether these findings could be replicated in the domain of learning about hyperthyroidism.

Instructional Means To Overcome Transfer Problems in the Domain of Economics: Empirical Studies

Abstract In a computer-based learning environment (the simulation of a company) multiple learning contexts were established. Additionally, the learners were provided with a problem-solving guidance. In a second learning environment based on worked-out examples, multiple examples as well as a guidance for example elaboration were employed. Multiple examples only proved to be effective in fostering transfer performance when they were combined with the respective supporting means. However, without additional support, learners were overtaxed by multiple learning conditions. As a result, transfer performance was comparatively low. In order to optimize the two learning methods, learning by problem solving should be combined with worked-out examples. Moreover, learners should be supported with additional supporting means, such as expert comments and “instructional elaborations.”

Indeed, sometimes knowledge does not help: A replication study

In an earlier study we found that intermediate experts in the domain of economics did not surpass novices in complex learning and knowledge application with a computer-based business simulation. In the present study, it was investigated whether these contra-intuitive findings can be replicated. In order to scrutinize the reasons which led to these findings, some parameters of the learning environment were changed. The duration of the exploration phase and of the problem-solving phase as well as the complexity of the situations were increased, motivation and acquired declarative knowledge were assessed. In view of mastering recurring demands and the functionality of mental models, no differences were found between a group of novices (15 students of humanities with a supplementary training in economics) and a group of intermediate experts (13 advanced students of economics). The findings of the original study were replicated, motivation had no effect on the result. In terms of declarative knowledge, the novices turned out to be even better.

Bridging the gap between basic and applied research by an integrative research approach

The discussion of the gap between theory and practice has a long tradition in educational psychology and especially in research on learning and instruction. Starting with a short analysis of more or less elaborated approaches focusing on this problem, a complex procedure called “integrative research approach”, specialized in reducing the gap between basic and applied research, is described in detail. After addressing the starting point and goals of integrative research, the guiding principle, methodological procedures, as well as theoretical and methodical implications are discussed. All characteristics of the integrative approach are exemplified by own research projects in the domain of economics and medicine. In the outlook, strengths and weaknesses of this approach are discussed and some consequences are drawn to increase the sustainability of implemented instructional innovations.

Instruktionale Effekte einer kombinierten Lernmethode

Zusammenfassung: Beispielbasierte Lernumgebungen haben sich bereits in vielen Inhaltsbereichen bewahrt. Da Beispiele bequeme Handlungsanweisungen darstellen, laden sie jedoch viele Versuchspersonen dazu ein, die prasentierte Information passiv und oberflachlich zu verarbeiten, was sich in der Regel negativ auf den Lernerfolg auswirkt. Um diesen unerwunschten Nebeneffekt zu vermeiden bzw. das Lernverhalten und den Lernerfolg positiv zu beeinflussen, wurden in einer experimentellen Studie Losungsbeispiele mit Problemloseaufgaben kombiniert. Die Effekte dieser instruktionalen Masnahme wurden im Gebiet des kaufmannischen Rechnens untersucht. Funfzehn Auszubildende einer Bank wurden mit der kombinierten Lernbedingung konfrontiert, 15 andere hatten nur Losungsbeispiele zur Verfugung. Durch die kombinierte Lernmethode wurde sowohl die quantitative Elaborationsaktivitat als auch die Qualitat der Elaborationen gesteigert. Versuchspersonen mit der kombinierten Lernbedingung erzielten zudem signifikant und substanti...

Förderung des computerbasierten Wissenserwerbs durch kooperatives Lernen und eine Feedbackmaßnahme

Zusammenfassung: In einer experimentellen Studie wurde die Wirksamkeit kooperativen Lernens und einer Feedbackmasnahme beim computerbasierten Wissenserwerb im Bereich empirischer Forschungsmethoden untersucht. Variiert wurden die Faktoren “Sozialform” (individuell vs. kooperativ) und “Feedbackmasnahme” (vorhanden vs. nicht vorhanden). 137 Studierende der Padagogik und Psychologie wurden den vier experimentellen Bedingungen zufallig zugewiesen. Die Probanden bearbeiteten eine computerbasierte Lernumgebung zur Korrelationsrechnung; die Feedbackmasnahme bestand aus Verstandnistests mit elaboriertem Feedback. In den kooperativen Bedingungen bezog sich das Feedback auf die gemeinsame Leistung, es handelte sich also um Gruppenfeedback. Die Ergebnisse zeigen, dass der Wissenserwerb mit Hilfe der Feedbackmasnahme gefordert werden konnte, wahrend sich die Sozialform nicht signifikant auf die Lernleistung auswirkte. Es zeigte sich weiterhin ein unerwarteter Interaktionseffekt: Mit Feedback waren Individuen den Dyad...

Improving Scientific Argumentation Skills by a Problem-Based Learning Environment: Effects of an Elaboration Tool and Relevance of Student Characteristics.

Abstract Starting from difficulties that students of education display when they interpret empirical findings and generate scientific arguments, a problem-based e-learning environment was developed. Based on first evaluation data, an elaboration tool was integrated into the learning environment. The tool consisted of a modelling and an explanation part. In order to investigate the effectiveness of this elaboration support, a quasi-experimental field study was carried out in two seminars on scientific methods for advanced students of education. Students in seminar 1 (n = 32) worked within the learning environment without the elaboration tool, students in seminar 2 (n = 20) worked with a version that contained the elaboration support. The seminars did not differ with respect to various student characteristics. The students’ absolute performance on a posttest that included argumentation and statistics tasks was rather poor. However, the elaboration tool significantly enhanced performance and motivational aspects (acceptance of the learning environment and subjective learning outcomes). By cluster analytical methods three student profiles were identified that substantially differed concerning posttest performance.