Search results for author:"Alexander Renkl"
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Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results
Alexander Renkl
Learning and Instruction Vol. 5, No. 1 pp. 21–36
It was investigated to what extent the expectancy of a teaching demand influences learning results. In addition, possible mediator effects were explored. Thirty-six subjects (students of education) learned from worked-out examples in the domain of...
Language: English
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How to Foster Active Processing of Explanations in Instructional Communication
Kirsten Berthold; Alexander Renkl
Educational Psychology Review Vol. 22, No. 1 (March 2010) pp. 25–40
In instructional communication settings, instructional explanations play an important role. Despite the very common use of instructional explanations, empirical studies show that very often, they have no positive effects on learning outcomes. This...
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Prior Knowledge Activation: How Different Concept Mapping Tasks Lead to Substantial Differences in Cognitive Processes, Learning Outcomes, and Perceived Self-Efficacy
Johannes Gurlitt; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 4 (July 2010) pp. 417–433
Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and...
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Computer-supported example-based learning: When instructional explanations reduce self-explanations
Silke Schworm; Alexander Renkl
Computers & Education Vol. 46, No. 4 (May 2006) pp. 426–445
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...
Language: English
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Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations
Jorg Wittwer; Alexander Renkl
Educational Psychologist Vol. 43, No. 1 (January 2008) pp. 49–64
Although explanations are a common means of instruction, research shows that they often do not contribute to learning. To unravel the factors giving rise to the ineffectiveness of instructional explanations, we propose a framework that brings...
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Learning from Examples: Fostering Self-Explanations in Computer-Based Learning Environments
Alexander Renkl; Robert K. Atkinson
Interactive Learning Environments Vol. 10, No. 2 (2002) pp. 105–19
Discusses research on different types of computer-based learning environments that indirectly foster self-explanations, and discusses ways of leveraging new computer and video technologies to enhance these environments by representing problem...
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Finding and fixing errors in worked examples: Can this foster learning outcomes?
Cornelia S. Große; Alexander Renkl
Learning and Instruction Vol. 17, No. 6 (December 2007) pp. 612–634
Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in...
Language: English
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Effects of multiple solution methods in mathematics learning
Cornelia S. Große; Alexander Renkl
Learning and Instruction Vol. 16, No. 2 (April 2006) pp. 122–138
Most mathematical problems can be solved using different methods. We tested the effectiveness of presenting more than one solution method by means of worked-out examples. In Experiment 1, a 2×3-factorial design was implemented (“multiple solutions”: ...
Language: English
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Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples
Robert K. Atkinson; Alexander Renkl
Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 375–386
This review describes parts of our research program on example-based learning that relates to recent efforts to incorporate interactive elements into learning environments designed to support learning from worked-out examples. Since most learners...
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Concept Mapping as a Follow-Up Strategy to Learning from Texts: What Characterizes Good and Poor Mappers?
Tatjana S. Hilbert; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 1 (January 2008) pp. 53–73
Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive...
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Enhancing self-regulated learning by writing learning protocols
Matthias Nückles; Sandra Hübner; Alexander Renkl
Learning and Instruction Vol. 19, No. 3 (June 2009) pp. 259–271
Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (
Language: English
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Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?
Inga Glogger-Frey; Katharina Gaus; Alexander Renkl
Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 26–35
Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As...
Language: English
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Two Instructional Aids to Optimise Processing and Learning from Instructional Explanations
Julian Roelle; Kirsten Berthold; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 2 (March 2014) pp. 207–228
Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the...
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Two kinds of meaningful multimedia learning: Is cognitive activity alone as good as combined behavioral and cognitive activity?
Irene T. Skuballa; Anke Dammert; Alexander Renkl
Learning and Instruction Vol. 54, No. 1 (April 2018) pp. 35–46
Learners should become cognitively active to profit from multimedia representations. However, whether novices’ cognitive engagement should be augmented by behavioral engagement during multimedia learning is controversial. We find support for both...
Language: English
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Instructional strategies for using video in teacher education
Tina Seidel; Geraldine Blomberg; Alexander Renkl
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 34, No. 1 (August 2013) pp. 56–65
Using video in teacher education can increase pre-service teachers' ability to apply knowledge. However, video is not effective in itself. To be useful, it must be embedded in appropriate instructional contexts. We investigated the differential...
Language: English
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Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
Inga Glogger-Frey; Marcus Deutscher; Alexander Renkl
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 227–241
This study analyzed whether student teachers exhibit insufficient prior knowledge concerning learning strategies and whether different contexts lead to variations in activated knowledge. Furthermore, we investigated whether pieces of prior-knowledge ...
Language: English
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Is Underestimation Less Detrimental than Overestimation? The Impact of Experts' Beliefs about a Layperson's Knowledge on Learning and Question Asking
Jorg Wittwer; Matthias Nuckles; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 1 (January 2008) pp. 27–52
Although prior research has shown that experts tend to overestimate or underestimate what laypersons actually know, little is known about the specific consequences of biased estimations for communication. To investigate the impact of biased...
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Information About a Layperson's Knowledge Supports Experts in Giving Effective and Efficient Online Advice to Laypersons
Matthias Nuckles; Jorg Wittwer; Alexander Renkl
Journal of Experimental Psychology: Applied Vol. 11, No. 4 (December 2005) pp. 219–236
To give effective and efficient advice to laypersons, experts should adapt their explanations to the layperson's knowledge. However, experts often fail to consider the limited domain knowledge of laypersons. To support adaptation in asynchronous...
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Writing learning journals: Instructional support to overcome learning-strategy deficits
Sandra Hübner; Matthias Nückles; Alexander Renkl
Learning and Instruction Vol. 20, No. 1 (February 2010) pp. 18–29
Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2×2 experimental design with high-school students (N=70), we analysed the...
Language: English
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Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication
Jorg Wittwer; Matthias Nuckles; Alexander Renkl
Educational Psychology Review Vol. 22, No. 1 (March 2010) pp. 9–23
To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations....
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Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
Kirsten Berthold; Matthias Nückles; Alexander Renkl
Learning and Instruction Vol. 17, No. 5 (October 2007) pp. 564–577
Although writing learning protocols is an effective follow-up course work activity, many learners tend to do it in a rather suboptimal way. Hence, we analyzed the effects of instructional support in the form of prompts. The effects of different...
Language: English
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Indeed, Sometimes Knowledge Does Not Help: A Replication Study
Robin Stark; Alexander Renkl; Hans Gruber; Heinz Mandl
Instructional Science: An International Journal of the Learning Sciences Vol. 26, No. 5 (1998) pp. 391–407
Describes a replication study that explored differences between intermediate experts and novices mastering recurrent demands using a computer-based simulation. Functionality of mental models, declarative knowledge, acceptance of the learning...
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Instructional means to overcome transfer problems in the domain of economics: empirical studies
Robin Stark; Heinz Mandl; Hans Gruber; Alexander Renkl
International Journal of Educational Research Vol. 31, No. 7 (1999) pp. 591–609
In a computer-based learning environment (the simulation of a company) multiple learning contexts were established. Additionally, the learners were provided with a problem-solving guidance. In a second learning environment based on worked-out...
Language: English
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Which Features Make Illustrations in Multimedia Learning Interesting?
Ulrike Irmgard Elisabeth Magner; Inga Glogger; Alexander Renkl
Educational Psychology Vol. 36, No. 9 (2016) pp. 1603–1620
How can illustrations motivate learners in multimedia learning? Which features make illustrations interesting? Beside the theoretical relevance of addressing these questions, these issues are practically relevant when instructional designers are to...
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Conditions and effects of example elaboration
Robin Stark; Heinz Mandl; Hans Gruber; Alexander Renkl
Learning and Instruction Vol. 12, No. 1 (2002) pp. 39–60
The re-analysis is aimed at extending earlier findings on example-based learning and to draw consequences for further research and instructional practice. Based on an earlier experimental study on learning with worked-out examples in the domain of...
Language: English
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Learning to prove in geometry: Learning from heuristic examples and how it can be supported
Tatjana S. Hilbert; Alexander Renkl; Stephan Kessler; Kristina Reiss
Learning and Instruction Vol. 18, No. 1 (February 2008) pp. 54–65
This field experiment tested whether a special type of worked-out examples (i.e., heuristic examples) helps learners develop better conceptual knowledge about mathematical proving and proving skills than a control condition focussing on mathematical ...
Language: English
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How Fading Worked Solution Steps Works--A Cognitive Load Perspective
Alexander Renkl; Robert K. Atkinson; Cornelia S. Grosse
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 59–82
In order to facilitate the transition from learning from worked examples in earlier stages of skill acquisition to problem solving in later stages, it is effective to successively fade out worked solution steps--in comparison to the traditional...
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Can Tutors Be Supported in Giving Effective Explanations?
Jorg Wittwer; Matthias Nuckles; Nina Landmann; Alexander Renkl
Journal of Educational Psychology Vol. 102, No. 1 (February 2010) pp. 74–89
Tutors often make use of explanations that do not promote learning. One reason for the ineffectiveness of explanations might lie in tutors' failure to take into account a tutee's understanding in order to individualize instruction. To test whether...
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Expertise Amiss: Interactivity Fosters Learning but Expert Tutors Are Less Interactive than Novice Tutors
Stephanie Herppich; Jörg Wittwer; Matthias Nückles; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 3 (2016) pp. 205–219
The extent to which tutors are interactive and engage in dialogue with a student tends to depend on their pedagogical expertise. Normally, tutors with pedagogical expertise are more interactive than tutors without pedagogical expertise. This finding,...
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Assisting Self-Explanation Prompts Are More Effective than Open Prompts when Learning with Multiple Representations
Kirsten Berthold; Tessa H. S. Eysink; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 4 (July 2009) pp. 345–363
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the...
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Expertise Reversal Effects in Writing-to-Learn
Matthias Nuckles; Sandra Hubner; Sandra Dumer; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 3 (May 2010) pp. 237–258
This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and ...
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The Use of Public Learning Diaries in Blended Learning
Matthias Nuckles; Rolf Schwonke; Kirsten Berthold; Alexander Renkl
Journal of Educational Media Vol. 29, No. 1 (March 2004) pp. 49–66
Learning diaries--as we employ them--are students' written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is 'tutored' by a computer program: eHELp supports the writing of...
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Enhancing learning by retrieval: Enriching free recall with elaborative prompting
Tino Endres; Shana Carpenter; Alf Martin; Alexander Renkl
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 13–20
It is well-established in memory research that retrieval fosters learning. When applying this effect in education, it is an important question which type of retrieval task works best. Several studies have shown that learning is enhanced by linking...
Language: English
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Instructional effects in complex learning: Do objective and subjective learning outcomes converge?
Robin Stark; Hans Gruber; Alexander Renkl; Heinz Mandl
Learning and Instruction Vol. 8, No. 2 (1998) pp. 117–129
The influence of multiple learning contexts and problem solving guidance on the acquisition of applicable knowledge and subjective learning outcomes in complex learning was investigated. Using a 2 × 2 factorial design, 60 economics students from a...
Language: English
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The Expertise Reversal Effect and Worked Examples in Tutored Problem Solving
Ron J. C. M. Salden; Vincent Aleven; Rolf Schwonke; Alexander Renkl
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 3 (May 2010) pp. 289–307
Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method, and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise...
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Understanding Video as a Tool for Teacher Education: Investigating Instructional Strategies to Promote Reflection
Geraldine Blomberg; Miriam Gamoran Sherin; Alexander Renkl; Inga Glogger; Tina Seidel
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 3 (May 2014) pp. 443–463
There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an...
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Metacognitive support promotes an effective use of instructional resources in intelligent tutoring
Rolf Schwonke; Anna Ertelt; Christine Otieno; Alexander Renkl; Vincent Aleven; Ron J.C.M. Salden
Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 136–150
We tested whether the provision of metacognitive knowledge on how to cope with the complexity of a learning environment improved learning. In an experimental setting, high-school students (
Language: English
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Example-Based Learning: Exploring the Use of Matrices and Problem Variability
Mary A. Hancock-Niemic; Lijia Lin; Robert K. Atkinson; Alexander Renkl; Joerg Wittwer
Educational Technology Research and Development Vol. 64, No. 1 (2016) pp. 115–136
The purpose of the study was to investigate the efficacy of using faded worked examples presented in matrices with problem structure variability to enhance learners' ability to recognize the underlying structure of the problems. Specifically, this...
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Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values
Markus H. Hefter; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries; Kirsten Berthold
Learning and Instruction Vol. 39, No. 1 (October 2015) pp. 11–22
Kuhn (2001) proposed two crucial prerequisites for the will to engage in argumentative thinking: Evaluativist epistemological understanding that provides the base for regarding argumentative thinking reasonable and intellectual values that reflect...
Language: English
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The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning
Alexander Renkl; Irene T. Skuballa; Rolf Schwonke; Nora Harr; Jasmin Leber
Educational Technology & Society Vol. 18, No. 4 pp. 185–198
We investigated the effects of rapid assessment tasks and different adaptive restudy prompts in multimedia learning. The adaptivity was based on rapid assessment tasks that were interspersed throughout a multimedia learning environment. In...
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Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions
Markus H. Hefter; Kirsten Berthold; Alexander Renkl; Werner Riess; Sebastian Schmid; Stefan Fries
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 6 (November 2014) pp. 929–947
Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology,...
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Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
Ron J. C. M. Salden; Kenneth R. Koedinger; Alexander Renkl; Vincent Aleven; Bruce M. McLaren
Educational Psychology Review Vol. 22, No. 4 (December 2010) pp. 379–392
Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors,...
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Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments
Ulrike I.E. Magner; Rolf Schwonke; Vincent Aleven; Octav Popescu; Alexander Renkl
Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 141–152
Do decorative illustrations in computer-based learning environments trigger interest and engagement in learning or do they distract? In a pre-study (
Language: English
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Inventing a solution and studying a worked solution prepare differently for learning from direct instruction
Inga Glogger-Frey; Corinna Fleischer; Lisa Grüny; Julian Kappich; Alexander Renkl
Learning and Instruction Vol. 39, No. 1 (October 2015) pp. 72–87
Solving an open problem as proposed by inventing and productive failure approaches has been shown to prepare learners effectively for subsequent direct instruction. Inventing can raise awareness of knowledge gaps (cognitive) as well as increase...
Language: English