Abstract
The re-analysis is aimed at extending earlier findings on example-based learning and to draw consequences for further research and instructional practice. Based on an earlier experimental study on learning with worked-out examples in the domain of accounting (n=56 students of a vocational school), we re-analysed the effects of an intervention means (elaboration training) on learning behaviour ...
Abstract
The re-analysis is aimed at extending earlier findings on example-based learning and to draw consequences for further research and instructional practice. Based on an earlier experimental study on learning with worked-out examples in the domain of accounting (n=56 students of a vocational school), we re-analysed the effects of an intervention means (elaboration training) on learning behaviour (aspects of example elaboration). In a further step, different ways of dealing with worked-out examples (elaboration profiles) were identified and related to the subsequent learning outcomes and to the learners' mental effort. We explained the formation of different elaboration profiles by various learner characteristics (prior knowledge, interest and tolerance of ambiguity). It was shown that the elaboration training had a positive effect on the quality of example elaboration. Two ways of learning-effective example elaboration were identified. Subgroups of learners with different elaboration profiles differed in mental effort and in tolerance of ambiguity, but not with respect to prior knowledge and interest. High tolerance of ambiguity concurred with high mental effort and resulted in effective, meta-cognitively accentuated example elaboration. By integrating cognitive and motivational characteristics in the analysis of elaboration patterns, new insights concerning example-based learning and the role mental effort plays in this context could be won. Consequences for research and instructional practice were drawn. (C) 2001 Elsevier Science Ltd. All rights reserved.
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