Computer-Supported Example-Based Learning: When Instructional Explanations Reduce Self-Explanations

Autor/inn/en	Schworm, Silke; Renkl, Alexander
Titel	Computer-Supported Example-Based Learning: When Instructional Explanations Reduce Self-Explanations
Quelle	In: Computers and Education, 46 (2006) 4, S.426-445 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2004.08.011
Schlagwörter	Teaching Methods; Student Teachers; Computer Assisted Instruction; Problem Solving; Learning Strategies; Learning Processes; High School Students; Cues; Foreign Countries; Instructional Effectiveness; Germany + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Computer based training; Computerunterstützter Unterricht; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Stichwort; Ausland; Unterrichtserfolg; Deutschland
Abstract	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 problems merely provide the problem formulation and the solution. We employed a first module of a computer-based environment for student teachers presenting solved example problems from which they learned how to select and to design worked-out examples for high school students. The participants (47 student teachers for German low- and medium-track schools and 33 student teachers for high-track schools) were randomly assigned to the cells of our 2 x 2 design (with vs. without self-explanation prompts; with vs. without instructional explanations). The effects of the different program versions on objective and subjective learning outcomes, on the perceived helpfulness of the program, and on the learning time were analyzed. As learning process data, the written and spoken self-explanations were assessed. The following main results were obtained: Particularly self-explanation prompts had favorable effects on learning outcomes, whereas instructional explanations can reduce the student teacher's self-explanation activities and thereby the learning outcomes. Whereas "objectively" the most favorable learning outcomes were obtained when only self-explanation prompts were employed, the student teachers perceived their learning outcome best when only instructional explanations were provided. It can be concluded that the status of self-explanation prompts and of instructional explanations is comparable irrespective of the example type presented for learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10