Search results for author:"Julian Roelle"
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Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 4 (July 2013) pp. 635–656
Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional explanations. However, within research on the expertise ...
Effects of Comparing Contrasting Cases and Inventing on Learning from Subsequent Instructional Explanations
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 2 (2016) pp. 147–176
Comparing contrasting cases is a promising means to prepare learners for future learning from related direct instruction. The most prevalent type of preparation intervention used in this "case comparison approach" is providing contrasting...
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 142–156
In an experiment with
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...
Learning and Instruction Vol. 50, No. 1 (August 2017) pp. 54–64
Cognitive and metacognitive learning processes might not only functionally complement but also set the stage for each other. To address potential stage-setting effects between these processes, we conducted two experiments in which we varied whether...
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 1–12
Example-based learning often follows a design in which learners first receive instructional explanations that communicate new principles and concepts and second examples thereof. In this setting, using the knowledge components of the instructional...