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Example-based learning: The benefits of prompting organization before providing examples · Study

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ArticleExample-based learning: The benefits of prompting organization before providing examples

Julian Roelle2016

Article2016

Example-based learning: The benefits of prompting organization before providing examples

Julian Roelle · Sara Hiller · Kirsten Berthold · Stefan Rumann

34 citations·0/0 files stored·Learning and Instruction

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Visual and Cognitive Learning Processes Innovative Teaching and Learning Methods Intelligent Tutoring Systems and Adaptive Learning

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References

2002Multimedia Learning 1989Self-explanations: How students study and use examples in learning to solve problems 2013Handbook of Research on Educational Communications and Technology 1994Eliciting Self‐Explanations Improves Understanding 2006The Cambridge handbook of multimedia learning 2009Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems 2015Eight Ways to Promote Generative Learning

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2020Example-based learning: should learners receive closed-book or open-book self-explanation prompts?

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2015Learning as a Generative Activitybook · 17 shared references 2013Toward an Instructionally Oriented Theory of Example‐Based Learningarticle · 16 shared references 2014Comparing Four Instructional Techniques for Promoting Robust Knowledgearticle · 16 shared references 2019Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept.article · 15 shared references 2015Learning as a Generative Activity: Eight Learning Strategies that Promote Understandingbook · 14 shared references 2020Example-based learning: should learners receive closed-book or open-book self-explanation prompts?article · 14 shared references

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Year2016

Typearticle

Published2016-12-04

VenueLearning and Instruction

ISSN-L0959-4752

Languageen

Citations34

Files0 public / 0

ShelfVisual and Cognitive Learning Processes

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doi10.1016/j.learninstruc.2016.11.012

openalex_workW2559935402

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