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worked examples

Compiled by Maria Boubouka

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    • Opportunities in Learning from Marked Student Work

      Heinrich, E. & Lu, J. (2005). Opportunities in Learning from Marked Student Work. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4470-4475). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).

    • Building Computer-based Tutors to Help Learners Solve Ill-Structured Problems

      Anastasiade, J. & Szalwinski, C. (2010). Building Computer-based Tutors to Help Learners Solve Ill-Structured Problems. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3726-3731). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).

    • The Impact of Split-Attention Effect on Dual-Screen Learning Environment for Programming Language Instruction

      Chang, Y.H., Chang, T.W., Hsu, J.M. & Yu, P.T. (2009). The Impact of Split-Attention Effect on Dual-Screen Learning Environment for Programming Language Instruction. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2110-2115). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).

    • Reducing the Cognitive Load on Novice Programmers

      Garner, S. (2002). Reducing the Cognitive Load on Novice Programmers. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 578-583). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).

    • Learning from Examples: Animated Help Tools within a Mathematical Learning Game

      Grincewicz, A., Diehl, L. & Mannheimer Zydney, J. (2009). Learning from Examples: Animated Help Tools within a Mathematical Learning Game. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3592-3596). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).

    • Interactive computer lab tutorials: the use of worked examples with formative and summative assessment

      Blayney, P. (2008). Interactive computer lab tutorials: the use of worked examples with formative and summative assessment. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 5135-5147). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).

    • Instructional Design: Benefits and Advantages of Worked Examples throughout the E-Learning Experience

      Jackson, A., Gaudet, L., McDaniel, L. & Wright, O. (2008). Instructional Design: Benefits and Advantages of Worked Examples throughout the E-Learning Experience. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1677-1680). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).

    • Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing

      Zhu, X., Zhu (corresponding author), D., Lee, Y. & Simon, H.A. (2003). Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing. Journal of Computers in Mathematics and Science Teaching, 22(4), 285-322. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

    • The Design, Development and Efficacy Evaluation of a Transformation Geometry Courseware with High Variability Worked Examples

      Cherng Meei, J. & Seong Chong, T. (2010). The Design, Development and Efficacy Evaluation of a Transformation Geometry Courseware with High Variability Worked Examples. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 3402-3409). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE).

    • The Role of Goal Orientation and Self-Efficacy in Learning from Web-Based Worked Examples

      Crippen, K.J., Biesinger, K.D., Muis, K.R. & Orgill, M. (2009). The Role of Goal Orientation and Self-Efficacy in Learning from Web-Based Worked Examples. Journal of Interactive Learning Research, 20(4), 385-403. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

    • The Effects of Worked Examples in Web Based Instruction: Focus on the Presentation Format of Worked Examples

      Kyun, S. & Lee, H. (2008). The Effects of Worked Examples in Web Based Instruction: Focus on the Presentation Format of Worked Examples. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4491-4498). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).

    • Considering the Efficacy of Web-based Worked Examples in Introductory Chemistry

      Crippen, K.J. & Earl, B.L. (2004). Considering the Efficacy of Web-based Worked Examples in Introductory Chemistry. Journal of Computers in Mathematics and Science Teaching, 23(2), 151-167. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

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