DOI QR코드

DOI QR Code

The Worked Example Effect using Ill-defined Problems in On-line Learning : Focus on the Components of a Worked Example

온라인 학습에서 비구조화된 문제에 대한 해결된 예제 효과

  • Kyun, Suna (Center for Teaching and Learning, Gachon University) ;
  • Lee, Jae-Kyung (Department of Education, Sookmyung Women's University) ;
  • Lee, Hyunjeong (Graduate School of Education, University of Seoul)
  • Received : 2015.01.19
  • Accepted : 2015.03.16
  • Published : 2015.03.31

Abstract

This study has two goals. The first goal is to investigate whether worked examples are effective in the ill-defined domain with on-line learning and the second goal is to find out which components (conceptual or procedural knowledge) of worked examples are effective factor at the given learning environment. We carried out three experiments in which Korean undergraduate or graduate students were working in three or four conditions of worked examples (CWE, PWE, CPWE, or the control group). While experiment 1 conducted in on-line learning environment did not find any effect and difference among groups and also any logical reason for those results, experiment 2 conducted in completely controlled laboratory setting with less knowledgeable students showed the clear difference among groups by the order CPWE, PWE, and CWE. Experiment 3 in which highly knowledgeable and motivated students were presented the same materials in more controlled on-line learning environment indicated the difference among groups by the order CWE, CPWE, and PWE. The results were discussed within the framework of cognitive load theory.

Keywords

References

  1. Bralfish, O., G. Borg, and S. Dornic, Perceived item-difficulty in three tests of intellectual performance capacity, Report No. 29. Institute of Applied Psychology, Stockholm, Sweden, 1972.
  2. Carroll, W., "Using worked examples as an instructional support in the algebra classroom", Journal of Educational Psychology, Vol.86, 1994, 360-367. https://doi.org/10.1037/0022-0663.86.3.360
  3. Cooper, G. and J. Sweller, "Effects of schema acquisition and rule automation on mathematical problem-solving transfer", Journal of Educational Psychology, Vol.79, 1987, 347-362. https://doi.org/10.1037/0022-0663.79.4.347
  4. Crippen, K.J. and B.L. Earl, "The impact of webbased worked examples and self-explanation on performance, problem solving, and self-efficacy", Computers and Education, Vol.49, 2007, 809-821. https://doi.org/10.1016/j.compedu.2005.11.018
  5. Gerjets, P., K. Scheiter, and R. Catrambone, "Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanation?", Learning and Instruction, Vol.16, 2006, 104-121. https://doi.org/10.1016/j.learninstruc.2006.02.007
  6. Goel, V., A comparison of well-structured and ill-structured task environments and problem spaces. Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society, Hillsdale, NJ : Lawrence Erlbaum Associates, 1992a.
  7. Goel, V., Ill-structured representations for illstructured problems, Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society, Hillsdale, NJ : Lawrence Erlbaum Associates, 1992b.
  8. Greeno, J., "Indefinite goals in well-structured problems", Psychological Review, Vol.83, 1976, 479-491. https://doi.org/10.1037/0033-295X.83.6.479
  9. Grosse, C.S. and A. Renke, "Finding and fixing errors in worked examples : Can this foster learning outcomes?", Learning and Instruction, Vol.17, 2007, 612-634. https://doi.org/10.1016/j.learninstruc.2007.09.008
  10. Kalyuga, S., P. Chandler, J. Tuovinen, and J. Sweller, "When Problem Solving Is Superior Worked Examples", Journal of Educational Psychology, Vol.93, 2001, 579-588. https://doi.org/10.1037/0022-0663.93.3.579
  11. Kyun, S., S. Kalyuga, and J. Sweller, "The effect of worked examples when learning to write essays in English literature", Journal of Experimental Education, Vol.81, 2013, 385-408. https://doi.org/10.1080/00220973.2012.727884
  12. Kyun, S. and H. Lee, "The Effects of Worked Examples in Web Based Instruction : Focus on the Presentation Format of Worked Examples and prior knowledge of learners", Asia pacific education review, Vol.10, 2009, 495-503. https://doi.org/10.1007/s12564-009-9044-x
  13. Nadolski, R.J., P.A. Kirschner, and J.J.G. van Merrienboer, "Process support in learning tasks for acquiring complex cognitive skills in the domain of law", Learning and Instruction, Vol.16, 2006, 266-278. https://doi.org/10.1016/j.learninstruc.2006.03.004
  14. Rourke, A. and J. Sweller, "The worked example effect using ill-defined problems : Learning to recognise designers'style", Learning and Instruction, Vol.19, 2009, 185-199. https://doi.org/10.1016/j.learninstruc.2008.03.006
  15. Schworm, S. and A. Renkel, "Computer-supported example-based learning : When instructional explanations reduce self-explanations", Computers and Education, Vol. 46, 2006, 426-445. https://doi.org/10.1016/j.compedu.2004.08.011
  16. Simon, H.A., "The structure of ill structured problems", Artificial Intelligence, Vol.4, 1973, 181-201. https://doi.org/10.1016/0004-3702(73)90011-8
  17. Spiro, R.J. and M. DeSchryver, "Constructivism : When it's the wrong idea and when it's the only idea. In S. Tobias and T.M. Duffy (Eds.), Constructivist instruction : Success or failure? (pp.106-123). New York : Routledge, 2009.
  18. Stark, R., V. Kopp, and M.R. Fischer, "Casebased learning with worked examples in complex domains : Two experimental studies in undergraduate medical education", Learning and Instruction, Vol.21, 2011, 22-33. https://doi.org/10.1016/j.learninstruc.2009.10.001
  19. Sweller, J., "Cognitive load theory, learning difficulty, and instructional design", Learning and Instruction, Vol.4, 1994, 295-312. https://doi.org/10.1016/0959-4752(94)90003-5
  20. Sweller, J., P. Ayres, and S. Kalyuga, Cognitive load theory. New York : Springer, 2011.
  21. Sweller, J. and G.A. Cooper, "The use of worked examples as a substitute for problemsolving in learning Algebra", Cognition and Instruction, Vol.2, 1985, 59-89. https://doi.org/10.1207/s1532690xci0201_3
  22. Van Gog, T., F. Paas, and van J.J.G. Merrienboer, "Effects of process-oriented worked examples on troubleshooting transfer performance", Learning and Instruction, Vol.16, 2006, 154-164. https://doi.org/10.1016/j.learninstruc.2006.02.003
  23. Van Gog, T., F. Paas, and J. Sweller, "Cognitive load theory : Advances in research on worked examples, animation, and cognitive load measurement", Educational Psychology Review, Vol.22, 2010, 375-378. https://doi.org/10.1007/s10648-010-9145-4
  24. Ward, M. and J. Sweller, "Structuring effective worked examples", Cognition and Instruction, Vol.7, 1990, 1-39. https://doi.org/10.1207/s1532690xci0701_1