-
2
-
-
0031183174
-
The role of examples and rules in the acquisition of a cognitive skill
-
J.R. Anderson, J.M. Fincham, and S. Douglass The role of examples and rules in the acquisition of a cognitive skill Journal of Experimental Psychology: Learning, Memory and Cognition 23 4 1997 932 945
-
(1997)
Journal of Experimental Psychology: Learning, Memory and Cognition
, vol.23
, Issue.4
, pp. 932-945
-
-
Anderson, J.R.1
Fincham, J.M.2
Douglass, S.3
-
3
-
-
0034195057
-
Learning from examples: Instructional principles from the worked examples research
-
R.K. Atkinson, S.J. Derry, A. Renkl, and D. Wortham Learning from examples: instructional principles from the worked examples research Review of Educational Research 70 2 2000 181 214
-
(2000)
Review of Educational Research
, vol.70
, Issue.2
, pp. 181-214
-
-
Atkinson, R.K.1
Derry, S.J.2
Renkl, A.3
Wortham, D.4
-
5
-
-
84867954419
-
Effectiveness of PowerPoint presentations in lectures
-
R.A. Bartsch, and K.M. Cobern Effectiveness of PowerPoint presentations in lectures Computers & Education 41 2003 77 86
-
(2003)
Computers & Education
, vol.41
, pp. 77-86
-
-
Bartsch, R.A.1
Cobern, K.M.2
-
6
-
-
67650675660
-
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
-
K. Berthold, T.H.S. Eysink, and A. Renkl Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations Instructional Science 37 2009 345 363
-
(2009)
Instructional Science
, vol.37
, pp. 345-363
-
-
Berthold, K.1
Eysink, T.H.S.2
Renkl, A.3
-
7
-
-
70350717339
-
Active-constructive-interactive: A conceptual framework for differentiating learning activities
-
M.T.H. Chi Active-constructive-interactive: a conceptual framework for differentiating learning activities Topics in Cognitive Science 1 2009 73 105
-
(2009)
Topics in Cognitive Science
, vol.1
, pp. 73-105
-
-
Chi, M.T.H.1
-
8
-
-
0040577762
-
Self-explanations: How students study and use examples in learning to solve problems
-
M.T.H. Chi, M. Bassok, M.W. Lewis, P. Reimann, and R. Glaser Self-explanations: how students study and use examples in learning to solve problems Cognitive Science 13 1989 145 182
-
(1989)
Cognitive Science
, vol.13
, pp. 145-182
-
-
Chi, M.T.H.1
Bassok, M.2
Lewis, M.W.3
Reimann, P.4
Glaser, R.5
-
9
-
-
41449089865
-
Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning
-
M.T.H. Chi, M. Roy, and R.G.M. Hausmann Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning Cognitive Science 32 2008 301 341
-
(2008)
Cognitive Science
, vol.32
, pp. 301-341
-
-
Chi, M.T.H.1
Roy, M.2
Hausmann, R.G.M.3
-
10
-
-
0030362821
-
Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice
-
D.I. Cordova, and M.R. Lepper Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice Journal of Educational Psychology 88 4 1996 715 730
-
(1996)
Journal of Educational Psychology
, vol.88
, Issue.4
, pp. 715-730
-
-
Cordova, D.I.1
Lepper, M.R.2
-
11
-
-
70449467409
-
Improving classroom learning by collaboratively observing human tutoring videos while problem solving
-
S.D. Craig, M.T.H. Chi, and K. VanLehn Improving classroom learning by collaboratively observing human tutoring videos while problem solving Journal of Educational Psychology 101 2009 779 789
-
(2009)
Journal of Educational Psychology
, vol.101
, pp. 779-789
-
-
Craig, S.D.1
Chi, M.T.H.2
Vanlehn, K.3
-
12
-
-
33845296572
-
Constructing knowledge from dialog in an intelligent tutoring system: Interactive learning, vicarious learning, and pedagogical agents
-
S.D. Craig, D. Driscoll, and B. Gholson Constructing knowledge from dialog in an intelligent tutoring system: interactive learning, vicarious learning, and pedagogical agents Journal of Educational Multimedia and Hypermedia 13 2004 163 183
-
(2004)
Journal of Educational Multimedia and Hypermedia
, vol.13
, pp. 163-183
-
-
Craig, S.D.1
Driscoll, D.2
Gholson, B.3
-
13
-
-
40749152256
-
A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load
-
K.E. DeLeeuw, and R.E. Mayer A comparison of three measures of cognitive load: evidence for separable measures of intrinsic, extraneous, and germane load Journal of Educational Psychology 100 2008 223 234
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 223-234
-
-
Deleeuw, K.E.1
Mayer, R.E.2
-
15
-
-
80052785987
-
Fostering sharing of unshared knowledge by having access to the collaborators' meta-knowledge structures
-
T. Engelmann, and F.W. Hesse Fostering sharing of unshared knowledge by having access to the collaborators' meta-knowledge structures Computers in Human Behavior 27 2011 2078 2087
-
(2011)
Computers in Human Behavior
, vol.27
, pp. 2078-2087
-
-
Engelmann, T.1
Hesse, F.W.2
-
17
-
-
43049138852
-
Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency
-
T. van Gog, F. Paas, and J.J.G. van Merriënboer Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency Learning and Instruction 18 2008 211 222
-
(2008)
Learning and Instruction
, vol.18
, pp. 211-222
-
-
Van Gog, T.1
Paas, F.2
Van Merriënboer, J.J.G.3
-
18
-
-
70349883953
-
Shall we explain? Augmenting learning from intelligent tutoring systems and peer collaboration
-
B.P. Woolf, E. Aimeur, R. Nkambou, S. Lajoie, Springer-Verlag Berlin
-
R.G.M. Hausmann, B. van de Sande, and K. VanLehn Shall we explain? Augmenting learning from intelligent tutoring systems and peer collaboration B.P. Woolf, E. Aimeur, R. Nkambou, S. Lajoie, Intelligent tutoring systems 2008 Springer-Verlag Berlin 636 645
-
(2008)
Intelligent Tutoring Systems
, pp. 636-645
-
-
Hausmann, R.G.M.1
Van De Sande, B.2
Vanlehn, K.3
-
19
-
-
34249015570
-
Knowledge convergence and collaborative learning
-
H. Jeong, and M.T.H. Chi Knowledge convergence and collaborative learning Instructional Science 35 2007 287 315
-
(2007)
Instructional Science
, vol.35
, pp. 287-315
-
-
Jeong, H.1
Chi, M.T.H.2
-
20
-
-
77951444850
-
An educational psychology success story: Social interdependence theory and cooperative learning
-
D.W. Johnson, and R.T. Johnson An educational psychology success story: social interdependence theory and cooperative learning Educational Researcher 38 2009 365 379
-
(2009)
Educational Researcher
, vol.38
, pp. 365-379
-
-
Johnson, D.W.1
Johnson, R.T.2
-
21
-
-
61449213872
-
A cognitive load approach to collaborative learning: United brains for complex tasks
-
F. Kirschner, F. Paas, and P.A. Kirschner A cognitive load approach to collaborative learning: united brains for complex tasks Educational Psychology Review 21 2009 31 42
-
(2009)
Educational Psychology Review
, vol.21
, pp. 31-42
-
-
Kirschner, F.1
Paas, F.2
Kirschner, P.A.3
-
22
-
-
79955629316
-
Differential effects of problem-solving demands on individual and collaborative learning outcomes
-
F. Kirschner, F. Paas, P.A. Kirschner, and J. Janssen Differential effects of problem-solving demands on individual and collaborative learning outcomes Learning and Instruction 21 2011 587 599
-
(2011)
Learning and Instruction
, vol.21
, pp. 587-599
-
-
Kirschner, F.1
Paas, F.2
Kirschner, P.A.3
Janssen, J.4
-
24
-
-
0037412644
-
Nine ways to reduce cognitive load in multimedia learning
-
R.E. Mayer, and R. Moreno Nine ways to reduce cognitive load in multimedia learning Educational Psychologist 38 2003 43 52
-
(2003)
Educational Psychologist
, vol.38
, pp. 43-52
-
-
Mayer, R.E.1
Moreno, R.2
-
26
-
-
0031115881
-
Collaborative discovery in a scientific domain
-
T. Okada, and H.A. Simon Collaborative discovery in a scientific domain Cognitive Science 21 1997 109 146
-
(1997)
Cognitive Science
, vol.21
, pp. 109-146
-
-
Okada, T.1
Simon, H.A.2
-
27
-
-
33646072767
-
Optimising worked example instruction: Different ways to increase germane cognitive load
-
F. Paas, and T. Van Gog Optimising worked example instruction: different ways to increase germane cognitive load Learning and Instruction 16 2 2006 87 91
-
(2006)
Learning and Instruction
, vol.16
, Issue.2
, pp. 87-91
-
-
Paas, F.1
Van Gog, T.2
-
28
-
-
0037412702
-
Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective
-
A. Renkl, and R.K. Atkinson Structuring the transition from example study to problem solving in cognitive skill acquisition: a cognitive load perspective Educational Psychologist 38 1 2003 15 22
-
(2003)
Educational Psychologist
, vol.38
, Issue.1
, pp. 15-22
-
-
Renkl, A.1
Atkinson, R.K.2
-
29
-
-
0002089226
-
Learning from worked-out examples: The effects of example variability and elicited self-explanations
-
A. Renkl, R. Stark, H. Gruber, and H. Mandl Learning from worked-out examples: the effects of example variability and elicited self-explanations Contemporary Educational Psychology 23 1998 90 108
-
(1998)
Contemporary Educational Psychology
, vol.23
, pp. 90-108
-
-
Renkl, A.1
Stark, R.2
Gruber, H.3
Mandl, H.4
-
30
-
-
33644942863
-
Promoting transfer: Effects of self-explanation and direct instruction
-
B. Rittle-Johnson Promoting transfer: effects of self-explanation and direct instruction Child Development 77 1 2006 1 15
-
(2006)
Child Development
, vol.77
, Issue.1
, pp. 1-15
-
-
Rittle-Johnson, B.1
-
31
-
-
0035602865
-
Developing conceptual understanding and procedural skill in mathematics: An iterative process
-
B. Rittle-Johnson, R.S. Siegler, and M.W. Alibali Developing conceptual understanding and procedural skill in mathematics: an iterative process Journal of Educational Psychology 93 2 2001 346 362
-
(2001)
Journal of Educational Psychology
, vol.93
, Issue.2
, pp. 346-362
-
-
Rittle-Johnson, B.1
Siegler, R.S.2
Alibali, M.W.3
-
32
-
-
44449098259
-
Tutor learning: The role of explaining and responding to questions
-
R.D. Roscoe, and M.T.H. Chi Tutor learning: the role of explaining and responding to questions Instructional Science 36 2008 321 350
-
(2008)
Instructional Science
, vol.36
, pp. 321-350
-
-
Roscoe, R.D.1
Chi, M.T.H.2
-
33
-
-
60649105005
-
Information retention from PowerPoint and traditional lectures
-
A. Savoy, R.W. Proctor, and G. Salvendy Information retention from PowerPoint and traditional lectures Computers & Education 52 2009 858 867
-
(2009)
Computers & Education
, vol.52
, pp. 858-867
-
-
Savoy, A.1
Proctor, R.W.2
Salvendy, G.3
-
34
-
-
34347361637
-
Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)
-
H.G. Schmidt, S.M.M. Loyens, T. van Gog, and F. Paas Problem-based learning is compatible with human cognitive architecture: commentary on Kirschner, Sweller, and Clark (2006) Educational Psychologist 42 2 2007 91 97
-
(2007)
Educational Psychologist
, vol.42
, Issue.2
, pp. 91-97
-
-
Schmidt, H.G.1
Loyens, S.M.M.2
Van Gog, T.3
Paas, F.4
-
35
-
-
79960361488
-
The process of problem-based learning: What works and why
-
H.G. Schmidt, J.I. Rotgans, and E.H. Yew The process of problem-based learning: what works and why Medical Education 45 2011 792 806
-
(2011)
Medical Education
, vol.45
, pp. 792-806
-
-
Schmidt, H.G.1
Rotgans, J.I.2
Yew, E.H.3
-
36
-
-
74949088205
-
Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school
-
H.G. Schmidt, H.T. van der Molen, W.W.R. te Winkel, and W.H.F.W. Wijnen Constructivist, problem-based learning does work: a meta-analysis of curricular comparisons involving a single medical school Educational Psychologist 44 2009 227 249
-
(2009)
Educational Psychologist
, vol.44
, pp. 227-249
-
-
Schmidt, H.G.1
Van Der Molen, H.T.2
Te Winkel, W.W.R.3
Wijnen, W.H.F.W.4
-
37
-
-
51349146796
-
The emergence of abstract representations in dyad problem solving
-
D.L. Schwartz The emergence of abstract representations in dyad problem solving Journal of the Learning Sciences 4 3 1995 321 354
-
(1995)
Journal of the Learning Sciences
, vol.4
, Issue.3
, pp. 321-354
-
-
Schwartz, D.L.1
-
39
-
-
31844432235
-
Computer-supported example-based learning: When instructional explanations reduce self-explanations
-
S. Schworm, and A. Renkl Computer-supported example-based learning: when instructional explanations reduce self-explanations Computers & Education 46 2006 426 445
-
(2006)
Computers & Education
, vol.46
, pp. 426-445
-
-
Schworm, S.1
Renkl, A.2
-
40
-
-
34248671394
-
Learning argumentation skills through the use of prompts for self-explaining examples
-
S. Schworm, and A. Renkl Learning argumentation skills through the use of prompts for self-explaining examples Journal of Educational Psychology 99 2 2007 285 296
-
(2007)
Journal of Educational Psychology
, vol.99
, Issue.2
, pp. 285-296
-
-
Schworm, S.1
Renkl, A.2
-
41
-
-
0038124240
-
Cognitively active externalization for situated reflection
-
H. Shirouzu, N. Miyake, and H. Masukawa Cognitively active externalization for situated reflection Cognitive Science 26 2002 469 501
-
(2002)
Cognitive Science
, vol.26
, pp. 469-501
-
-
Shirouzu, H.1
Miyake, N.2
Masukawa, H.3
-
42
-
-
21844500066
-
Expert roles and information exchange during discussion: The importance of knowing who knows what
-
G. Stasser, D.D. Stewart, and G.M. Wittenbaum Expert roles and information exchange during discussion: the importance of knowing who knows what Journal of Experimental Social Psychology 31 1995 244 265
-
(1995)
Journal of Experimental Social Psychology
, vol.31
, pp. 244-265
-
-
Stasser, G.1
Stewart, D.D.2
Wittenbaum, G.M.3
-
43
-
-
33845347845
-
Effects of problem-based learning and traditional instruction on self-regulated learning
-
S. Sungur, and C. Tekkaya Effects of problem-based learning and traditional instruction on self-regulated learning Journal of Educational Research 99 2006 307 317
-
(2006)
Journal of Educational Research
, vol.99
, pp. 307-317
-
-
Sungur, S.1
Tekkaya, C.2
-
44
-
-
77952544479
-
Element interactivity and intrinsic, extraneous, and germane cognitive load
-
J. Sweller Element interactivity and intrinsic, extraneous, and germane cognitive load Educational Psychology Review 22 2 2010 123 138
-
(2010)
Educational Psychology Review
, vol.22
, Issue.2
, pp. 123-138
-
-
Sweller, J.1
-
46
-
-
0346867531
-
Using it in the undergraduate classroom: Should we replace the blackboard with powerpoint?
-
A. Szabo, and N. Hastings Using it in the undergraduate classroom: should we replace the blackboard with powerpoint? Computers & Education 35 2000 175 187
-
(2000)
Computers & Education
, vol.35
, pp. 175-187
-
-
Szabo, A.1
Hastings, N.2
-
48
-
-
0002466081
-
Transactive memory: A contemporary analysis of the group mind
-
B. Mullen, G.R. Goethals, Springer New York
-
D.M. Wegner Transactive memory: a contemporary analysis of the group mind B. Mullen, G.R. Goethals, Theories of group behaviour 1986 Springer New York 185 208
-
(1986)
Theories of Group Behaviour
, pp. 185-208
-
-
Wegner, D.M.1
-
49
-
-
14644420235
-
Epistemic and social scripts in computer-supported collaborative learning
-
A. Weinberger, B. Ertl, F. Fischer, and H. Mandl Epistemic and social scripts in computer-supported collaborative learning Instructional Science 33 1 2005 1 30
-
(2005)
Instructional Science
, vol.33
, Issue.1
, pp. 1-30
-
-
Weinberger, A.1
Ertl, B.2
Fischer, F.3
Mandl, H.4
-
50
-
-
34249802598
-
Knowledge convergence in collaborative learning: Concepts and assessment
-
A. Weinberger, K. Stegmann, and F. Fischer Knowledge convergence in collaborative learning: concepts and assessment Learning and Instruction 17 2007 416 426
-
(2007)
Learning and Instruction
, vol.17
, pp. 416-426
-
-
Weinberger, A.1
Stegmann, K.2
Fischer, F.3
|