Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives
Educational Psychology Review Volume 22, Number 2, ISSN 1040-726X
Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on "worked" examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on "modeling" examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why example-based learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions. (Contains 1 table.)
van Gog, T. & Rummel, N. (2010). Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives. Educational Psychology Review, 22(2), 155-174.
Cited ByView References & Citations Map
Marie-Christin Krebs, Anne Schüler & Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany
Learning and Instruction Vol. 61, No. 1 (June 2019) pp. 126–137
Dongho Kim, University of Florida
The International Review of Research in Open and Distributed Learning Vol. 19, No. 4 (Sep 26, 2018)
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