메뉴 건너뛰기




Volumn , Issue , 2014, Pages 391-412

The worked examples principle in multimedia learning

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84941931803     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9781139547369.020     Document Type: Chapter
Times cited : (60)

References (84)
  • 1
    • 33646549299 scopus 로고    scopus 로고
    • DeFT: A conceptual framework for considering learning with multiple representations
    • Ainsworth, S. E. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning & Instruction,16, 183-198.
    • (2006) Learning & Instruction , vol.16 , pp. 183-198
    • Ainsworth, S.E.1
  • 2
    • 0344719482 scopus 로고    scopus 로고
    • Aiding transfer in statistics: Examining the use of conceptually oriented equations and elaborations during subgoal learning
    • Atkinson, R. K., Catrambone, R., & Merrill, M. M. (2003). Aiding transfer in statistics: Examining the use of conceptually oriented equations and elaborations during subgoal learning. Journal of Educational Psychology,95, 762-773.
    • (2003) Journal of Educational Psychology , vol.95 , pp. 762-773
    • Atkinson, R.K.1    Catrambone, R.2    Merrill, M.M.3
  • 3
    • 0344719480 scopus 로고    scopus 로고
    • Transitioning from studying examples to solving problems: Combining fading with prompting fosters learning
    • Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Combining fading with prompting fosters learning. Journal of Educational Psychology,95, 774-783.
    • (2003) Journal of Educational Psychology , vol.95 , pp. 774-783
    • Atkinson, R.K.1    Renkl, A.2    Merrill, M.M.3
  • 6
    • 67650675660 scopus 로고    scopus 로고
    • Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
    • Berthold, K., Eysink, T. H., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science,37, 345-363.
    • (2009) Instructional Science , vol.37 , pp. 345-363
    • Berthold, K.1    Eysink, T.H.2    Renkl, A.3
  • 7
    • 60849097835 scopus 로고    scopus 로고
    • Instructional aides to support a conceptual understanding of multiple representations
    • Berthold, K., & Renkl, A. (2009). Instructional aides to support a conceptual understanding of multiple representations. Journal of Educational Psychology,101, 70-87.
    • (2009) Journal of Educational Psychology , vol.101 , pp. 70-87
    • Berthold, K.1    Renkl, A.2
  • 8
    • 77949540830 scopus 로고    scopus 로고
    • How to foster active processing of explanations in instructional communication
    • Berthold, K., & Renkl, A. (2010). How to foster active processing of explanations in instructional communication. Educational Psychology Review,22, 25-40.
    • (2010) Educational Psychology Review , vol.22 , pp. 25-40
    • Berthold, K.1    Renkl, A.2
  • 9
    • 84872442697 scopus 로고    scopus 로고
    • Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples
    • Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning & Instruction,25, 24-34.
    • (2013) Learning & Instruction , vol.25 , pp. 24-34
    • Booth, J.L.1    Lange, K.E.2    Koedinger, K.R.3    Newton, K.J.4
  • 10
    • 0002213688 scopus 로고    scopus 로고
    • Rethinking transfer: A simple proposal with multiple implications
    • Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education,24, 61-100.
    • (1999) Review of Research in Education , vol.24 , pp. 61-100
    • Bransford, J.D.1    Schwartz, D.L.2
  • 12
    • 0032271232 scopus 로고    scopus 로고
    • The subgoal learning model: Creating better examples so that students can solve novel problems
    • Catrambone, R. (1998). The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General,127, 355-376.
    • (1998) Journal of Experimental Psychology: General , vol.127 , pp. 355-376
    • Catrambone, R.1
  • 13
    • 0002929633 scopus 로고    scopus 로고
    • Self-explaining expository texts: The dual process of generating inferences and repairing mental models
    • R. Glaser (Ed.), Mahwah, NJ: Lawrence Erlbaum
    • Chi, M. T. H. (2000). Self-explaining expository texts: The dual process of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science(pp. 161-238). Mahwah, NJ: Lawrence Erlbaum.
    • (2000) Advances in Instructional Psychology: Educational Design and Cognitive Science , pp. 161-238
    • Chi, M.T.H.1
  • 14
    • 0001529485 scopus 로고    scopus 로고
    • Toward computer-based support of meta-cognitive skills: A computational framework to coach self-explanation
    • Conati, C., & VanLehn, K. (2000). Toward computer-based support of meta-cognitive skills: A computational framework to coach self-explanation. International Journal of Artificial Intelligence in Education,11, 398-415.
    • (2000) International Journal of Artificial Intelligence in Education , vol.11 , pp. 398-415
    • Conati, C.1    Vanlehn, K.2
  • 15
    • 0001399281 scopus 로고
    • Effects of schema acquisition and rule automation on mathematical problem-solving transfer
    • Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology,79, 347-362.
    • (1987) Journal of Educational Psychology , vol.79 , pp. 347-362
    • Cooper, G.1    Sweller, J.2
  • 18
    • 84856573546 scopus 로고    scopus 로고
    • The effectiveness of using incorrect examples to support learning about decimal magnitude
    • Durkin, K., & Rittle-Johnson, B. (2012). The effectiveness of using incorrect examples to support learning about decimal magnitude. Learning & Instruction,22, 206-214.
    • (2012) Learning & Instruction , vol.22 , pp. 206-214
    • Durkin, K.1    Rittle-Johnson, B.2
  • 21
    • 0037412686 scopus 로고    scopus 로고
    • Goal coni gurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction
    • Gerjets, P., & Scheiter, K. (2003). Goal coni gurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist,38, 33-41.
    • (2003) Educational Psychologist , vol.38 , pp. 33-41
    • Gerjets, P.1    Scheiter, K.2
  • 22
    • 3843146186 scopus 로고    scopus 로고
    • Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures
    • Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science,32, 33-58.
    • (2004) Instructional Science , vol.32 , pp. 33-58
    • Gerjets, P.1    Scheiter, K.2    Catrambone, R.3
  • 23
    • 33646044047 scopus 로고    scopus 로고
    • Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations?
    • Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations? Learning & Instruction,16, 104-121.
    • (2006) Learning & Instruction , vol.16 , pp. 104-121
    • Gerjets, P.1    Scheiter, K.2    Catrambone, R.3
  • 25
    • 33646068436 scopus 로고    scopus 로고
    • Effects of multiple solution methods in mathematics learning
    • Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning & Instruction,16, 122-138.
    • (2006) Learning & Instruction , vol.16 , pp. 122-138
    • Große, C.S.1    Renkl, A.2
  • 26
    • 36448969715 scopus 로고    scopus 로고
    • Finding and i xing errors in worked examples: Can this foster learning outcomes?
    • Große, C. S., & Renkl, A. (2007). Finding and i xing errors in worked examples: Can this foster learning outcomes? Learning & Instruction,17, 612-634.
    • (2007) Learning & Instruction , vol.17 , pp. 612-634
    • Große, C.S.1    Renkl, A.2
  • 28
    • 59049085514 scopus 로고    scopus 로고
    • Learning how to use a computer-based conceptmapping tool: Self-explaining examples helps
    • Hilbert, T. S., & Renkl, A. (2009). Learning how to use a computer-based conceptmapping tool: Self-explaining examples helps. Computers in Human Behavior,25, 267-274.
    • (2009) Computers in Human Behavior , vol.25 , pp. 267-274
    • Hilbert, T.S.1    Renkl, A.2
  • 29
    • 39749167794 scopus 로고    scopus 로고
    • Learning to prove in geometry: Learning from heuristic examples and how it can be supported
    • Hilbert, T. S., Renkl, A., Kessler, S., & Reiss, K. (2008). Learning to prove in geometry: Learning from heuristic examples and how it can be supported. Learning & Instruction,18, 54-65.
    • (2008) Learning & Instruction , vol.18 , pp. 54-65
    • Hilbert, T.S.1    Renkl, A.2    Kessler, S.3    Reiss, K.4
  • 30
    • 47149112587 scopus 로고    scopus 로고
    • Learning to teach with worked-out examples: A computer-based learning environment for teachers
    • Hilbert, T. S., Renkl, A., Schworm, S., Kessler, S., & Reiss, K. (2008). Learning to teach with worked-out examples: A computer-based learning environment for teachers. Journal of Computer-Assisted Learning,24, 316-332.
    • (2008) Journal of Computer-Assisted Learning , vol.24 , pp. 316-332
    • Hilbert, T.S.1    Renkl, A.2    Schworm, S.3    Kessler, S.4    Reiss, K.5
  • 31
    • 34248651493 scopus 로고    scopus 로고
    • Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts
    • P. Gerjets, J. Elen, R. Joiner, & P. Kirschner (Eds.), Tübingen: Knowledge Media Research Center
    • Hilbert, T. S., Schworm, S., & Renkl, A. (2004). Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts. In P. Gerjets, J. Elen, R. Joiner, & P. Kirschner (Eds.), Instructional design for effective and enjoyable computer-supported learning(pp. 184-192). Tübingen: Knowledge Media Research Center.
    • (2004) Instructional Design for Effective and Enjoyable Computer-Supported Learning , pp. 184-192
    • Hilbert, T.S.1    Schworm, S.2    Renkl, A.3
  • 32
    • 85066392099 scopus 로고    scopus 로고
    • Analogy and relational reasoning
    • K. J. Holyoak & R. G. Morrison (Eds.), New York: Oxford University Press
    • Holyoak, K. J. (2012). Analogy and relational reasoning. In K. J. Holyoak & R. G. Morrison (Eds.), The Oxford handbook of thinking and reasoning(pp. 234-259). New York: Oxford University Press.
    • (2012) The Oxford Handbook of Thinking and Reasoning , pp. 234-259
    • Holyoak, K.J.1
  • 33
    • 70449640496 scopus 로고    scopus 로고
    • Writing learning journals: Instructional support to overcome learning-strategy dei cits
    • Hübner, S., & Nückles, M., & Renkl, A. (2010). Writing learning journals: Instructional support to overcome learning-strategy dei cits. Learning & Instruction,20, 18-29.
    • (2010) Learning & Instruction , vol.20 , pp. 18-29
    • Hübner, S.1    Nückles, M.2    Renkl, A.3
  • 34
    • 0001537101 scopus 로고    scopus 로고
    • The role of visual indicators in dual sensory mode instruction
    • Jeung, H., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology,17, 329-343.
    • (1997) Educational Psychology , vol.17 , pp. 329-343
    • Jeung, H.1    Chandler, P.2    Sweller, J.3
  • 35
    • 35248827640 scopus 로고    scopus 로고
    • Expertise reversal effect and its implications for learner-tailored instruction
    • Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
    • (2007) Educational Psychology Review , vol.19 , pp. 509-539
    • Kalyuga, S.1
  • 36
    • 84928066523 scopus 로고    scopus 로고
    • Schema acquisition and sources of cognitive load
    • J. Plass, R. Moreno, & R. Brünken (Eds.), New York: Cambridge University Press
    • Kalyuga, S, (2010). Schema acquisition and sources of cognitive load. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory(pp. 48-64). New York: Cambridge University Press.
    • (2010) Cognitive Load Theory , pp. 48-64
    • Kalyuga, S.1
  • 37
    • 0032032804 scopus 로고    scopus 로고
    • Levels of expertise and instructional design
    • Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors,40, 1-17.
    • (1998) Human Factors , vol.40 , pp. 1-17
    • Kalyuga, S.1    Chandler, P.2    Sweller, J.3
  • 38
    • 4544257209 scopus 로고    scopus 로고
    • Measuring knowledge to optimize cognitive load factors during instruction
    • Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology,96, 558-568.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 558-568
    • Kalyuga, S.1    Sweller, J.2
  • 39
    • 34548554824 scopus 로고    scopus 로고
    • Cognitive tutors: Technology bringing learning sciences to the classroom
    • R. K. Sawyer (Ed.), New York: Cambridge University Press
    • Koedinger, K. R., & Corbett, A. T. (2006). Cognitive tutors: Technology bringing learning sciences to the classroom. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences(pp. 61-77). New York: Cambridge University Press.
    • (2006) The Cambridge Handbook of the Learning Sciences , pp. 61-77
    • Koedinger, K.R.1    Corbett, A.T.2
  • 40
  • 41
    • 84887017137 scopus 로고    scopus 로고
    • Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments
    • Magner, U., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2014). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning & Instruction, 29, 141-152.
    • (2014) Learning & Instruction , vol.29 , pp. 141-152
    • Magner, U.1    Schwonke, R.2    Aleven, V.3    Popescu, O.4    Renkl, A.5
  • 42
    • 0003781450 scopus 로고    scopus 로고
    • (2d ed). New York: Cambridge University Press
    • Mayer, R. E. (2009). Multimedia learning (2d ed). New York: Cambridge University Press.
    • (2009) Multimedia Learning
    • Mayer, R.E.1
  • 43
    • 0037412644 scopus 로고    scopus 로고
    • Nine ways to reduce cognitive load in multimedia learning
    • Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist,38, 43-52.
    • (2003) Educational Psychologist , vol.38 , pp. 43-52
    • Mayer, R.E.1    Moreno, R.2
  • 44
    • 84872588508 scopus 로고    scopus 로고
    • The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases
    • Nievelstein, F., van Gog, T., van Dijck, G., & Boshuizen, H. P. A. (2013). The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases. Contemporary Educational Psychology,38, 118-125.
    • (2013) Contemporary Educational Psychology , vol.38 , pp. 118-125
    • Nievelstein, F.1    Van Gog, T.2    Van Dijck, G.3    Boshuizen, H.P.A.4
  • 45
    • 33646072767 scopus 로고    scopus 로고
    • Optimising worked example instruction: Different ways to increase germane cognitive load
    • Paas, F., & van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning & Instruction,16, 87-91.
    • (2006) Learning & Instruction , vol.16 , pp. 87-91
    • Paas, F.1    Van Gog, T.2
  • 46
    • 0030550769 scopus 로고    scopus 로고
    • Role of examples in how students learn to categorize statistics word problems
    • Quilici, J. L., & Mayer, R. E. (1996). Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology,88, 144-161.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 144-161
    • Quilici, J.L.1    Mayer, R.E.2
  • 47
    • 0002788559 scopus 로고
    • Modeling individual differences in students’ learning strategies
    • Recker, M., & Pirolli, P. (1994). Modeling individual differences in students’ learning strategies. Journal of the Learning Sciences,4, 1-38.
    • (1994) Journal of the Learning Sciences , vol.4 , pp. 1-38
    • Recker, M.1    Pirolli, P.2
  • 48
    • 84872305362 scopus 로고    scopus 로고
    • Effect of worked examples and Cognitive Tutor training on constructing equations
    • Reed, S. K., Corbett, A., Hoffman, B., Wagner, A. & McClaren, B. (2013). Effect of worked examples and Cognitive Tutor training on constructing equations. Instructional Science,41, 1-24.
    • (2013) Instructional Science , vol.41 , pp. 1-24
    • Reed, S.K.1    Corbett, A.2    Hoffman, B.3    Wagner, A.4    McClaren, B.5
  • 49
    • 0030640252 scopus 로고    scopus 로고
    • Learning from worked-out examples: A study on individual differences
    • Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science,21, 1-29.
    • (1997) Cognitive Science , vol.21 , pp. 1-29
    • Renkl, A.1
  • 50
    • 0036338029 scopus 로고    scopus 로고
    • Learning from worked-out examples: Instructional explanations supplement self-explanations
    • Renkl, A. (2002). Learning from worked-out examples: Instructional explanations supplement self-explanations. Learning & Instruction,12, 529-556.
    • (2002) Learning & Instruction , vol.12 , pp. 529-556
    • Renkl, A.1
  • 51
    • 84868326564 scopus 로고    scopus 로고
    • Instruction based on examples
    • R. E. Mayer & P. A. Alexander (Eds.), New York: Routledge
    • Renkl, A. (2011). Instruction based on examples. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction(pp. 272-295). New York: Routledge.
    • (2011) Handbook of Research on Learning and Instruction , pp. 272-295
    • Renkl, A.1
  • 52
    • 84892980888 scopus 로고    scopus 로고
    • Towards an instructionally-oriented theory of example-based learning
    • Renkl, A. (2014). Towards an instructionally-oriented theory of example-based learning. Cognitive Science,38, 1-37.
    • (2014) Cognitive Science , vol.38 , pp. 1-37
    • Renkl, A.1
  • 53
    • 0037412702 scopus 로고    scopus 로고
    • Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective
    • Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective. Educational Psychologist,38, 15-22.
    • (2003) Educational Psychologist , vol.38 , pp. 15-22
    • Renkl, A.1    Atkinson, R.K.2
  • 55
    • 84921500303 scopus 로고    scopus 로고
    • Making better use of multiple representations: How fostering metacognition can help
    • R. Azevedo & V. Aleven (Eds.), New York: Springer
    • Renkl, A., Berthold, K., Große, C. S., & Schwonke, R. (2013). Making better use of multiple representations: How fostering metacognition can help. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies(pp. 397-408). New York: Springer.
    • (2013) International Handbook of Metacognition and Learning Technologies , pp. 397-408
    • Renkl, A.1    Berthold, K.2    Große, C.S.3    Schwonke, R.4
  • 56
    • 0037562742 scopus 로고    scopus 로고
    • Cognitive Load beim Lernen aus L ö sungsbeispielen [Cognitive load during learning from worked examples]
    • Renkl, A., Gruber, H., Weber, S., Lerche, T., & Schweizer, K. (2003). Cognitive Load beim Lernen aus L ö sungsbeispielen [Cognitive load during learning from worked examples]. Zeitschrift für P ä dagogische Psychologie,17, 93-101.
    • (2003) Zeitschrift für P ä Dagogische Psychologie , vol.17 , pp. 93-101
    • Renkl, A.1    Gruber, H.2    Weber, S.3    Lerche, T.4    Schweizer, K.5
  • 57
    • 61449140923 scopus 로고    scopus 로고
    • Example-based learning in heuristic domains: A cognitive load theory account
    • Renkl, A., Hilbert, T., & Schworm, S. (2009). Example-based learning in heuristic domains: A cognitive load theory account. Educational Psychology Review,21, 67-78.
    • (2009) Educational Psychology Review , vol.21 , pp. 67-78
    • Renkl, A.1    Hilbert, T.2    Schworm, S.3
  • 58
    • 84952691848 scopus 로고    scopus 로고
    • Static visual displays for deeper understanding: How to support learners to make use of them
    • G. Schraw, M. McCrudden, & D. Robinson (Eds.), Charlotte, NC: Information Age
    • Renkl, A., & Schwonke, R. (2013). Static visual displays for deeper understanding: How to support learners to make use of them. In G. Schraw, M. McCrudden, & D. Robinson (Eds.), Learning through visual displays(pp. 165-185). Charlotte, NC: Information Age.
    • (2013) Learning through Visual Displays , pp. 165-185
    • Renkl, A.1    Schwonke, R.2
  • 59
    • 0002089226 scopus 로고    scopus 로고
    • Learning from workedout examples: The effects of example variability and elicited self-explanations
    • Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from workedout examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology,23, 90-108.
    • (1998) Contemporary Educational Psychology , vol.23 , pp. 90-108
    • Renkl, A.1    Stark, R.2    Gruber, H.3    Mandl, H.4
  • 60
    • 70449473100 scopus 로고    scopus 로고
    • The importance of prior knowledge when comparing examples: Inl uences on conceptual and procedural knowledge of equation solving
    • Rittle-Johnson, B., Star, J. R., & Durkin, K. (2009). The importance of prior knowledge when comparing examples: Inl uences on conceptual and procedural knowledge of equation solving. Journal of Educational Psychology,101, 836-852.
    • (2009) Journal of Educational Psychology , vol.101 , pp. 836-852
    • Rittle-Johnson, B.1    Star, J.R.2    Durkin, K.3
  • 61
    • 0031531736 scopus 로고    scopus 로고
    • Effects of principle explanation and superi-cial similarity on analogical mapping in problem solving
    • Ross, B. H., & Kilbane, M. C. (1997). Effects of principle explanation and superi-cial similarity on analogical mapping in problem solving. Journal of Experimental Psychology: Learning, Memory, & Cognition,23, 427-440.
    • (1997) Journal of Experimental Psychology: Learning, Memory, & Cognition , vol.23 , pp. 427-440
    • Ross, B.H.1    Kilbane, M.C.2
  • 62
    • 58649088704 scopus 로고    scopus 로고
    • The worked-example effect using ill-dei ned problems: Learning to recognize designers’ styles
    • Rourke, A., & Sweller, J. (2009). The worked-example effect using ill-dei ned problems: Learning to recognize designers’ styles. Learning & Instruction,19, 185-199.
    • (2009) Learning & Instruction , vol.19 , pp. 185-199
    • Rourke, A.1    Sweller, J.2
  • 64
    • 77749259506 scopus 로고    scopus 로고
    • Worked examples and tutored problem solving: Redundant or synergistic forms of support?
    • Salden, R., Aleven, V., Renkl, A., & Schwonke, R. (2009). Worked examples and tutored problem solving: Redundant or synergistic forms of support? Topics in Cognitive Science,1, 203-213.
    • (2009) Topics in Cognitive Science , vol.1 , pp. 203-213
    • Salden, R.1    Aleven, V.2    Renkl, A.3    Schwonke, R.4
  • 67
    • 70449370183 scopus 로고    scopus 로고
    • How multiple external representations are used and how they can be made more useful
    • Schwonke, R., Berthold, K., & Renkl, A. (2009). How multiple external representations are used and how they can be made more useful. Applied Cognitive Psychology,23, 1227-1243.
    • (2009) Applied Cognitive Psychology , vol.23 , pp. 1227-1243
    • Schwonke, R.1    Berthold, K.2    Renkl, A.3
  • 68
    • 84868662588 scopus 로고    scopus 로고
    • Metacognitive support promotes an effective use of instructional resources in intelligent tutoring
    • Schwonke, R., Ertelt, A., Otieno, C., Renkl, A., Aleven, V., & Salden, R. (2013). Metacognitive support promotes an effective use of instructional resources in intelligent tutoring. Learning & Instruction,23, 136-150.
    • (2013) Learning & Instruction , vol.23 , pp. 136-150
    • Schwonke, R.1    Ertelt, A.2    Otieno, C.3    Renkl, A.4    Aleven, V.5    Salden, R.6
  • 70
    • 34248671394 scopus 로고    scopus 로고
    • Learning argumentation skills through the use of prompts for self-explaining examples
    • Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology,99, 285-296.
    • (2007) Journal of Educational Psychology , vol.99 , pp. 285-296
    • Schworm, S.1    Renkl, A.2
  • 71
    • 34248386079 scopus 로고    scopus 로고
    • Inl uencing children’s self-eficacy and self-regulation of reading and writing through modeling
    • Schunk, D. H., & Zimmerman, B. J. (2007). Inl uencing children’s self-eficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly,23, 7-25.
    • (2007) Reading & Writing Quarterly , vol.23 , pp. 7-25
    • Schunk, D.H.1    Zimmerman, B.J.2
  • 73
    • 4344712833 scopus 로고    scopus 로고
    • Implementing example-based learning and teaching in the context of vocational school education in business administration
    • Stark, R. (2004). Implementing example-based learning and teaching in the context of vocational school education in business administration. Learning Environments Research,7, 134-163.
    • (2004) Learning Environments Research , vol.7 , pp. 134-163
    • Stark, R.1
  • 74
    • 33646029687 scopus 로고    scopus 로고
    • The worked example effect and human cognition
    • Sweller, J. (2006). The worked example effect and human cognition. Learning & Instruction,16, 165-169.
    • (2006) Learning & Instruction , vol.16 , pp. 165-169
    • Sweller, J.1
  • 76
    • 84963474629 scopus 로고
    • The use of worked examples as a substitute for problem solving in learning algebra
    • Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition & Instruction,2, 59-89.
    • (1985) Cognition & Instruction , vol.2 , pp. 59-89
    • Sweller, J.1    Cooper, G.A.2
  • 79
    • 77952516370 scopus 로고    scopus 로고
    • Example-based learning: Integrating cognitive and social-cognitive research perspectives
    • van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review,22, 155-174.
    • (2010) Educational Psychology Review , vol.22 , pp. 155-174
    • Van Gog, T.1    Rummel, N.2
  • 81
    • 84963164526 scopus 로고
    • Structuring effective worked examples
    • Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition & Instruction,7, 1-39.
    • (1990) Cognition & Instruction , vol.7 , pp. 1-39
    • Ward, M.1    Sweller, J.2
  • 82
    • 78649781518 scopus 로고    scopus 로고
    • How effective are instructional explanations in example-based learning? A meta-analytic review
    • Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review,22, 393-409.
    • (2010) Educational Psychology Review , vol.22 , pp. 393-409
    • Wittwer, J.1    Renkl, A.2
  • 83
    • 56349102138 scopus 로고    scopus 로고
    • Observational learning from animated models: Effects of modality and rel ection on transfer
    • Wouters, P., Paas, F., & van Merrienboer, J. J. G. (2009). Observational learning from animated models: Effects of modality and rel ection on transfer. Contemporary Educational Psychology,34, 1-8.
    • (2009) Contemporary Educational Psychology , vol.34 , pp. 1-8
    • Wouters, P.1    Paas, F.2    Van Merrienboer, J.J.G.3
  • 84
    • 84963179358 scopus 로고
    • Learning mathematics from examples and by doing
    • Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. Cognition & Instruction,4, 137-166.
    • (1987) Cognition & Instruction , vol.4 , pp. 137-166
    • Zhu, X.1    Simon, H.A.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.