Effects of creating video-based modeling examples on learning and transfer

Learning and Instruction

Volumn 33, Issue , 2014, Pages 108-119

  Hoogerheide, Vincent ^a   Loyens, Sofie M M ^a   van Gog, Tamara ^a  

^a ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

Author keywords

Example based learning; Modeling; Study intention; Video creation

Indexed keywords

EID: 84901204022     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2014.04.005     Document Type: Article

References (76)

1. Atkinson R.K., Derry S.J., Renkl A., Wortham D. Learning from examples: instructional principles from the worked examples research. Review of Educational Research 2000, 70:181-214. 10.1037/0022-0663.94.2.405.
2. Bandura A. Social learning theory 1977, Prentice Hall, Englewood Cliffs.
3. Bandura A. Social foundations of thought and action: A social cognitive theory 1986, Prentice Hall, Englewood Cliffs.
4. Bandura A. Self-efficacy: The exercise of control 1997, Freeman, New York.
5. Bandura A. Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents 2006, 307-337. Information Age Publishing, Greenwich, CT. F. Pajares, T. Urdan (Eds.).
6. Bargh J.A., Schul Y. On the cognitive benefits of teaching. Journal of Educational Psychology 1980, 72:593-604. 10.1037/0022-0663.72.5.593.
7. Benware C.A., Deci E.L. Quality of learning with an active versus passive motivational set. American Educational Research Journal 1984, 21:755-765. 10.2307/1162999.
8. Bergmann J., Sams A. Flip your classroom: Reach every student in every class every day 2012, International Society for Technology in Education, Eugene, OR.
9. Bong M., Skaalvik E.M. Academic self-concept and self-efficacy: how different are they really?. Educational Psychology Review 2003, 15:1-40. 10.1023/A:1021302408382.
10. Braaksma M.A.H., Rijlaarsdam G., Van den Bergh H. Observationallearning and the effects of model-observer similarity. Journal of Educational Psychology 2002, 94:405-415. 10.1037/0022-0663.94.2.405.
11. Chi M.T.H. Self-explaining expository texts: the dual processes of generating inferences and repairing mental models. Advances in instructional psychology 2000, 161-238. Lawrence Erlbaum Associates, Hillsdale, NJ. R. Glaser (Ed.).
12. Chi M.T.H., Bassok M., Lewis M.W., Reimann P., Glaser R. Self-explanations: how students study and use examples in learning to solve problems. Cognitive Science 1989, 13:145-182. 10.1207/s15516709cog1302_1.
13. Chi M.T.H., De Leeuw N., Chiu M.H., LaVancher C. Eliciting self-explanations improves understanding. Cognitive Science 1994, 18:439-477. 10.1207/s15516709cog1803_3.
14. Cohen J. Statistical power analysis for the behavioral sciences 1988, Lawrence Erlbaum Associates, Hillsdale, NJ. 2nd ed.
15. Cohen P.A., Kulik J.A., Kulik C.C. Educational outcomes of tutoring: a meta-analysis of findings. American Educational Research Journal 1982, 19:237-248. 10.2307/1162567.
16. Coleman E., Brown A., Rivkin I. The effect of instructional explanations on formal learning from scientific texts. Journal of the Learning Sciences 1997, 6:347-365. 10.1207/s15327809jls0604_1.
17. Collins A., Brown J.S., Newman S.E. Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. Knowing, learning, and instruction 1989, 453-494. Erlbaum, Hillsdale. L.B. Resnick (Ed.).
18. Craig S.D., Gholson B., Brittingham J.K., Williams J.L., Shubeck K.T. Promoting vicarious learning of physics using deep questions and explanations. Computers & Education 2012, 58:1042-1048. 10.1016/j.compedu.2011.11.018.
19. Craig S.D., Sullins J., Witherspoon A., Gholson B. The deep-level reasoning effect: the role of dialogue and deep-level-reasoning questions during vicarious learning. Cognition and Instruction 2006, 24:565-591. 10.1207/s1532690xci2404_4.
20. Ericsson K.A., Staszewski J. Skilled memory and expertise: mechanisms of exceptional performance. Complex information processing: The impact of Herbert A. Simon 1989, 235-267. Erlbaum, Hillsdale, NJ. D. Klahr, K. Kotovsky (Eds.).
21. Fischer F., Kollar I., Stegmann K., Wecker C. Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist 2013, 48:56-66. 10.1080/00461520.2012.748005.
22. George C. The endorsement of the premises: assumption-based or belief-based reasoning. British Journal of Psychology 1995, 86:93-113. 10.1111/j.2044-8295.1995.tb02548.x.
23. Gick M.L., Holyoak K.J. Schema induction and analogical transfer. Cognitive Psychology 1983, 15:1-38. 10.1016/0010-0285(83)90002-6.
24. Graesser A.C., Baggett W., Williams K. Question-driven explanatory reasoning. Applied Cognitive Psychology 1996, 10:17-32. 10.1002/(SICI)1099-0720(199611)10:7<17::AID-ACP435>3.3.CO;2-Z.
25. Graesser A., Person N., Magliano J. Collaborative dialogue patterns in naturalistic one-to-one tutoring. Applied Cognitive Psychology 1995, 9:495-522. 10.1002/acp.2350090604.
26. Groenendijk T., Janssen T.M., Rijlaarsdam G., Van den Bergh H. The effect of observational learning on students' performance, processes, and motivation in two creative domains. British Journal of Educational Psychology 2013, 83:3-28. 10.1111/j.2044-8279.2011.02052.x.
27. Groenendijk T., Janssen T.M., Rijlaarsdam G., Van den Bergh H. Learning to be creative. The effects of observational learning on students' design products and processes. Learning and Instruction 2013, 28:35-47. 10.1016/j.learninstruc.2013.05.001.
28. Harter S. Causes, correlates, and the functional role of global self-worth: a life-span perspective. Competence considered 1990, 67-97. Yale University Press, New Haven, CT. R.J. Sternberg, J. Kolligian (Eds.).
29. Hoban G., Loughran J., Nielsen W. Slowmation: preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching 2011, 48:985-1009. 10.1002/tea.20436.
30. Hughes A., Galbraith D., White D. Perceived competence: a common corefor self-efficacy and self-concept?. Journal of Personality Assessment 2011, 93:278-289. 10.1080/00223891.2011.559390.
31. Juel C. Learning to learn from effective tutors. Innovations in learning: New environments for education 1996, 49-74. Erlbaum, Mahwah, NJ. L. Schauble, R. Glaser (Eds.).
32. Karpicke J.D., Blunt J.R. Retrieval practice produces more learning than elaborative studying with concept mapping. Science 2011, 331:772-775. 10.1126/science.1199327.
33. Klassen R.M., Usher E.L. Self-efficacy in educational settings: Recent research and emerging directions. The decade ahead: Theoretical perspectives on motivation and achievement 2010, 1-33. Emerald Group Publishing Limited, Bingley, UK. T.C. Urdan, S.A. Karabenick (Eds.).
34. Kollar I., Fischer F., Slotta J.D. Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction 2007, 17:708-721. 10.1016/j.learninstruc.2007.09.021.
35. Lehrer R., Romberg T. Exploring children's data modeling. Cognition and Instruction 1996, 14:69-108. 10.1207/s1532690xci1401_3.
36. Leinhardt G. Instructional explanations: a commonplace for teaching and location for contrast. Handbook for research on teaching 2001, 333-357. American Educational Research Association, Washington, DC. 4th ed. V. Richardson (Ed.).
37. Lenhart A. Teens and video: Shooting, sharing, streaming and chatting 2012, Retrieved December 11, 2012, from. http://pewinternet.org/Reports/2012/Teens-and-online-video/Findings.aspx.
38. Lombrozo T. The structure and function of explanations. Trends in Cognitive Sciences 2006, 10:464-470. 10.1016/j.tics.2006.08.004.
39. Lombrozo T. Explanation and abductive inference. Oxford handbook of thinking and reasoning 2012, 260-276. Oxford University Press, Oxford, UK. K.J. Holyoak, R.G. Morrison (Eds.).
40. Loyens S.M.M., Kirschner P.A., Paas F. Problem-based learning. Application to learning and teaching 2012, Vol. 3:403-425. American Psychological Association, Washington. K. Harris, S. Graham, T. Urdan (Eds.).
41. Ma X., Kishor N. Attitude toward self, social factors, and achievement in mathematics: a meta-analytic view. Educational Psychology Review 1997, 9:89-120. 10.1023/A:1024785812050.
42. MacLeod C.M., Gopie N., Hourihan K.L., Neary K.R., Ozubko J.D. The production effect: delineation of a phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition 2010, 36:671-685. 10.1037/a0018785.
43. McLaren B.M., Lim S., Koedinger K.R. When and how often should worked examples be given to students? New results and a summary of thecurrent state of research. Proceedings of the 30th annual conference of the Cognitive Science Society 2008, 2176-2181. Cognitive Science Society, Austin. B.C. Love, K. McRae, V.M. Sloutsky (Eds.).
44. McMaster K., Fuchs D., Fuchs L. Research on peer-assisted learningstrategies: the promise and limitation of peer-mediated instruction. Reading and Research Quarterly 2006, 22:5-25. 10.1080/10573560500203491.
45. Needham D.R., Begg I.M. Problem-oriented training promotes spontaneous analogical transfer: memory-oriented training promotes memory for training. Memory & Cognition 1991, 19:543-557. 10.3758/BF03197150.
46. Newstead S.E., Pollard P., Evans J.S., Allen J.L. The source of belief bias effects in syllogistic reasoning. Cognition 1992, 45:257-284. 10.1016/0010-0277(92)90019-E.
47. Paas F. Training strategies for attaining transfer of problem-solving skill instatistics: a cognitive load approach. Journal of Educational Psychology 1992, 84:429-434. 10.1037/0022-0663.84.4.429.
48. Paas F., Van Gog T. Optimising worked example instruction: different ways to increase germane cognitive load. Learning and Instruction 2006, 16:87-91. 10.1016/j.learninstruc.2006.02.004.
49. Paas F., Van Merriënboer J.J.G. The efficiency of instructional conditions: an approach to combine mental effort and performance measures. Human Factors 1993, 35:737-743.
50. Penner D.E., Lehrer R., Schauble L. From physical models to biomechanics: a design-based modeling approach. The Journal of the Learning Sciences 1998, 7:429-449. 10.1207/s15327809jls0703&4_6.
51. Renkl A. Learning for later teaching: an exploration of mediational links between teaching expectancy and learning results. Learning and Instruction 1995, 5:21-36. 10.1016/0959-4752(94)00015-H.
52. Renkl A. Learning from worked-out examples: a study on individual differences. Cognitive Science 1997, 21:1-29. 10.1207/s15516709cog2101_1.
53. Renkl A. Learning from worked-out examples: Instructional explanations support self-explanations. Learning and Instruction 2002, 12:529-556. 10.1016/S0959-4752(01)00030-5.
54. Renkl A. Instruction based on examples. Handbook of research on learning and instruction 2011, 272-295. Routledge, New York. R.E. Mayer, P.A. Alexander (Eds.).
55. Rohrbeck C., Ginsburg-Block M., Fantuzzo J., Miller T. Peer-assisted learning interventions with elementary school students: a meta-analytic review. Journal of Educational Psychology 2003, 95:240-257. 10.1037/0022-0663.95.2.240.
56. Roscoe R., Chi M. Understanding tutor learning: knowledge-building andknowledge-telling in peer tutors' explanations and questions. Review ofEducational Research 2007, 77:534-574. 10.3102/0034654307309920.
57. Ross S.M., DiVesta F.J. Oral summary as a review strategy for enhancing recall of textual material. Journal of Educational Psychology 1976, 68:689-695. 10.1037/0022-0663.68.6.689.
58. Salden R.J.C.M., Koedinger K.R., Renkl A., Aleven V., McLaren B.M. Accounting for beneficial effects of worked examples in tutored problem solving. Educational Psychology Review 2010, 22:379-392. 10.1007/s10648-010-9143-6.
59. Schunk D.H. Modeling and attributional effects on children's achievement: a self-efficacy analysis. Journal of Educational Psychology 1981, 73:93-105. 10.1037/0022-0663.73.1.93.
60. Schunk D.H. Peer models and children's behavioral change. Review of Educational Research 1987, 57:149-174. 10.2307/1170234.
61. Schunk D.H. Social cognitive theory and self-regulated learning. Self-regulated learning and academic achievement: Theoretical perspectives 2001, 125-151. Erlbaum, Mahwah, NJ. B.J. Zimmerman, D.H. Schunk (Eds.).
62. Schunk D.H., Hanson A.R. Peer models: Influence on children's self-efficacy and achievement. Journal of Educational Psychology 1985, 77:313-322. 10.1037/0022-0663.77.3.313.
63. Sharpley A., Irvine J., Sharpley C. An examination of the effectiveness of a cross-age tutoring program in mathematics for elementary school children. American Educational Research Journal 1983, 20:103-111. 10.2307/1162677.
64. Simon S.J., Werner J.M. Computer training through behavior modeling, self-paced, and instructional approaches: a field experiment. The Journal of Applied Psychology 1996, 81:648-659. 10.1037/0021-9010.81.6.648.
65. Spires H.A., Hervey L.G., Morris G., Stelpflug C. Energizing project-based inquiry: middle grade students read, write, and create videos. Journal of Adolescent & Adult Literacy 2012, 55:483-493. 10.1002/JAAL.00058.
66. Sternberg R.J. Questioning and intelligence. Questing Exchange 1987, 1:11-13.
67. Sweller J. Cognitive load during problem-solving: effects on learning. Cognitive Science 1988, 12:257-285. 10.1016/0364-0213(88)90023-7.
68. Sweller J., Van Merriënboer J.J.G., Paas F. Cognitive architecture and instructional design. Educational Psychology Review 1998, 10:251-295. 10.1023/A:1022193728205.
69. Van Blankenstein F.M., Dolmans D.H.J.M., Van der Vleuten C.P.M., Schmidt H.G. Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instructional Science 2011, 39:189-204. 10.1007/s11251-009-9124-7.
70. Van Gog T. Effects of identical example-problem and problem-example pairs on learning. Computers & Education 2011, 57:1775-1779. 10.1016/j.compedu.2011.03.019.
71. Van Gog T., Paas F. Instructional efficiency: revisiting the original construct in educational research. Educational Psychologist 2008, 43:16-26. 10.1080/00461520701756248.
72. Van Gog T., Paas F., Van Merriënboer J.J.G. Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science 2004, 32:83-98. 10.1023/B:TRUC.0000021810.70784.b0.
73. Van Gog T., Rummel N. Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review 2010, 22:155-174. 10.1007/s10648-010-9134-7.
74. Wason P.C. Reasoning. New horizons in psychology 1966, 135-151. Penguin, Harmondsworth, UK. B.M. Foss (Ed.).
75. Williams G.C., Deci E.L. Internalization of biopsychological values by medical students: a test of self-determination theory. Journal of Personality and Social Psychology 1996, 70:767-779. 10.1037/0022-3514.70.4.76.
76. Wittwer J., Renkl A. How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review 2010, 22:393-409. 10.1007/s10648-010-9136-5.