Perspectives on problem solving and instruction

Jeroen J.G. van Merriënboer

Computers & Education Vol. 64, No. 1 (May 2013) pp. 153–160

Most educators claim that problem solving is important, but they take very different perspective on it and there is little agreement on how it should be taught. This article aims to sort out the different perspectives and discusses problem solving...

Language: English

Evaluating text-based information on the World Wide Web

Iwan G.J.H. Wopereis; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 21, No. 2 (April 2011) pp. 232–237

This special section contributes to an inclusive cognitive model of information problem solving (IPS) activity, touches briefly IPS learning, and brings to the notice methodological pitfalls related to uncovering IPS processes. Instead of focusing...

Language: English

The effects of practice schedule on learning a complex judgment task

Anne S. Helsdingen; Tamara van Gog; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 21, No. 1 (February 2011) pp. 126–136

The effects of practice schedule on learning a complex judgment task were investigated. In Experiment 1, participants' judgment accuracy on a retention test was higher after a random practice schedule than after a blocked schedule or...

Language: English

Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes

Gerard van den Boom; Fred Paas; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 17, No. 5 (October 2007) pp. 532–548

This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts students that further reflection is advisable, without...

Language: English

Topics: Learning Outcomes

Effects of process-oriented worked examples on troubleshooting transfer performance

Tamara van Gog; Fred Paas; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 16, No. 2 (April 2006) pp. 154–164

In the domain of electrical circuits troubleshooting, a full factorial experiment investigated the hypotheses that (a) studying worked examples would lead to better transfer performance than solving conventional problems, with less investment of...

Language: English

Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency

Tamara van Gog; Fred Paas; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 18, No. 3 (June 2008) pp. 211–222

Whereas product-oriented worked examples only present a problem solution, process-oriented worked examples additionally explain the rationale behind the presented solution. Given the importance of understanding this rationale for attaining transfer, ...

Language: English

Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?

Karen D. Könings; Marjo van Zundert; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 85–94

Giving students complex learning tasks combined with peer-assessment tasks can impose a high cognitive load. Scaffolding has proven to reduce cognitive load during learning and improve accuracy on domain-specific tasks. This study investigated...

Language: English

Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer

Ron J.C.M. Salden; Fred Paas; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 16, No. 4 (August 2006) pp. 350–362

The differential effects of four task selection methods on training efficiency and transfer in a computer-based training for Air Traffic Control were investigated. Two personalised conditions were compared with two corresponding yoked control...

Language: English

Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research

Anique B.H. de Bruin; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 1–9

The aim of this Introduction to the Special Issue ‘Bridging Cognitive Load and Self-Regulated Learning Research’ is to explore how cognitive load theory, which is particularly relevant for how learners deal with complex information, and self...

Language: English

Dynamic task selection: Effects of feedback and learner control on efficiency and motivation

Gemma Corbalan; Liesbeth Kester; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 19, No. 6 (December 2009) pp. 455–465

Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features...

Language: English

Process support in learning tasks for acquiring complex cognitive skills in the domain of law

Rob J. Nadolski; Paul A. Kirschner; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 16, No. 3 (June 2006) pp. 266–278

Whole tasks for acquiring complex skills are often too difficult for novices. To solve this problem,

Language: English

Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration

Mariëtte H. van Loon; Anique B.H. de Bruin; Tamara van Gog; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 24, No. 1 (April 2013) pp. 15–25

The study investigated whether activation of inaccurate prior knowledge before study contributes to primary-school children’s commission errors and overconfidence in these errors when learning new concepts. Findings indicate that inaccurate prior...

Language: English

Effects of pairs of problems and examples on task performance and different types of cognitive load

Jimmie Leppink; Fred Paas; Tamara van Gog; Cees P.M. van der Vleuten; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 30, No. 1 (April 2014) pp. 32–42

In two studies, we investigated whether a recently developed psychometric instrument can differentiate intrinsic, extraneous, and germane cognitive load. Study I revealed a similar three-factor solution for language learning (

Language: English

Explaining the segmentation effect in learning from animations: The role of pausing and temporal cueing

Ingrid A.E. Spanjers; Tamara van Gog; Pieter Wouters; Jeroen J.G. van Merriënboer

Computers & Education Vol. 59, No. 2 (September 2012) pp. 274–280

Segmentation of animations, that is presenting them in pieces rather than as a continuous stream of information, has been shown to have a beneficial effect on cognitive load and learning for novices. Two different explanations of this segmentation...

Language: English

Learning radiological appearances of diseases: Does comparison help?

Ellen M. Kok; Anique B.H. de Bruin; Simon G.F. Robben; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 90–97

Comparison learning is a promising approach for learning complex real-life visual tasks. When medical students study radiological appearances of diseases, comparison of images showing diseases with images showing no abnormalities could help them...

Language: English

How experts deal with novel situations: A review of adaptive expertise

Katerina Bohle Carbonell; Renée E. Stalmeijer; Karen D. Könings; Mien Segers; Jeroen J.G. van Merriënboer

Educational Research Review Vol. 12, No. 1 (June 2014) pp. 14–29

Adaptive expertise allows individuals to perform at a high level in the face of changing job tasks and work methods, setting it apart from routine expertise. Given the increased need for flexibility in the workplace, adaptive expertise is...

Language: English

Identification of effective visual problem solving strategies in a complex visual domain

Ludo W. van Meeuwen; Halszka Jarodzka; Saskia Brand-Gruwel; Paul A. Kirschner; Jeano J.P.R. de Bock; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 32, No. 1 (August 2014) pp. 10–21

Students in complex visual domains must acquire visual problem solving strategies that allow them to make fast decisions and come up with good solutions to real-time problems. In this study, 31 air traffic controllers at different levels of...

Language: English

The promised land of blended learning: Quizzes as a moderator

Ingrid A.E. Spanjers; Karen D. Könings; Jimmie Leppink; Daniëlle M.L. Verstegen; Nynke de Jong; Katarzyna Czabanowska; Jeroen J.G. van Merriënboer

Educational Research Review Vol. 15, No. 1 (June 2015) pp. 59–74

Blended learning, defined as a combination of face-to-face and online learning, is expected to lead to improved education. Besides, practical reasons, like increased access to education and resource management, are mentioned for its implementation....

Language: English