Example-based learning
Effects of model expertise in relation to student expertise
Bibliographic Data
| ID | 5265941 |
|---|---|
| Authors | Paul Boekhout (Maastricht University), Tamara Van Gog (0000-0003-3766-6255, Open University of the Netherlands), Margje W J Van De Wiel, Margaretha W J van de Wiel (0000-0002-0785-7205, Maastricht University), Dorien Gerards‐last, Dorien Gerards-Last (Zuyd University of Applied Sciences), Jacques Geraets (Zuyd University of Applied Sciences) |
| Year | 2010 |
| Volume | 80 |
| Issue | 4 |
| Pages | 557-566 |
| Publication date | 2010-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709910x497130 |
| PMID | 20438662 |
| OpenAlex | W1992235067 |
| Language | EN |
| Citations received | 5 |
| References cited | 39 |
Background. Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study.Aims. This study used worked examples of patient history taking in physiotherapy that presented a non-didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third-year student model or expert physiotherapist model) in relation to students' expertise (i.e., first- or second-year) were investigated.Sample. One hundred and thirty-four physiotherapy students (61 first-year and 73 second-year).Methods. Design was 2×2 factorial with factors 'Student Expertise' (first-year vs. second-year) and 'Model Expertise' (expert vs. advanced student). Within expertise levels, students were randomly assigned to the Expert Example or the Advanced Student Example condition. All students studied two examples (content depending on their assigned condition) and then completed a retention and test task. They rated their invested mental effort after each example and test task.Results. Second-year students invested less mental effort in studying the examples, and in performing the retention and transfer tasks than first-year students. They also performed better on the retention test, but not on the transfer test. In contrast to our hypothesis, there was no interaction between student expertise and model expertise: all students who had studied the Expert examples performed better on the transfer test than students who had studied Advanced Student Examples.Conclusions. This study suggests that when worked examples are based on actual performance, rather than an ideal procedure, expert models are to be preferred over advanced student models
Cognition · Contrast (vision) · Ideal (ethics) · Mathematics education · Mental effort · Relation (database) · Task (project management) · Test (biology) · Artificial Intelligence · Clinical Reasoning and Diagnostic Skills · Computer Science · Engineering · Psychology · Simulation-Based Education in Healthcare · Visual and Cognitive Learning Processes
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Implementation of a Classroom Program of Physiotherapy among Spanish Adolescents with Back Pain
A change of scenery
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The Efficiency of Instructional Conditions
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Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
Variability of worked examples and transfer of geometrical problem-solving skills
The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
Learning from Examples
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Instructional Efficiency
Cognitive Architecture and Instructional Design
Social learning theory
Intraclass correlations
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 2017 - 2023 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |