Reflection in Example- and Problem-Based Learning: Effects of Reflection Prompts, Feedback and Cooperative Learning

Ulrike-Marie Krause; Robin Stark

Evaluation & Research in Education Vol. 23, No. 4 (November 2010) pp. 255–272

To examine the effects of reflection prompts, elaborated feedback and cooperation on learning and reflection, two experimental studies were conducted. For both studies, an example- and problem-based e-learning environment on correlation was used. In ...

Effects of Reflection Prompts on Learning Outcomes and Learning Behaviour in Statistics Education

Robin Stark; Ulrike-Marie Krause

Learning Environments Research Vol. 12, No. 3 (October 2009) pp. 209–223

Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment ("Koralle") was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate...

Learning-related emotions in multimedia learning: An application of control-value theory

Lisa Stark; Elisa Malkmus; Robin Stark; Roland Brünken; Babette Park

Learning and Instruction Vol. 58, No. 1 (December 2018) pp. 42–52

The present study investigated assumptions of

Language: English

Improving Scientific Argumentation Skills by a Problem-Based Learning Environment: Effects of an Elaboration Tool and Relevance of Student Characteristics

Robin Stark; Thomas Puhl; Ulrike-Marie Krause

Evaluation & Research in Education Vol. 22, No. 1 (March 2009) pp. 51–68

Starting from difficulties that students of education display when they interpret empirical findings and generate scientific arguments, a problem-based e-learning environment was developed. Based on first evaluation data, an elaboration tool was...

Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education

Robin Stark; Veronika Kopp; Martin R. Fischer

Learning and Instruction Vol. 21, No. 1 (February 2011) pp. 22–33

To investigate the effects of example format (erroneous examples vs. correct examples) and feedback format (elaborated feedback vs. knowledge of results feedback) on medical students' diagnostic competence in the context of a web-based learning...

Language: English

The effects of cooperative learning and feedback on e-learning in statistics

Ulrike-Marie Krause; Robin Stark; Heinz Mandl

Learning and Instruction Vol. 19, No. 2 (April 2009) pp. 158–170

This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors “social context” (individual vs. cooperative) and “feedback intervention” (available vs. not...

Language: English

Self-Regulated Learning with Case-Based Worked Examples: Effects of Errors

Veronika Kopp; Robin Stark; Nicole Heitzmann; Martin R. Fischer

Evaluation & Research in Education Vol. 22, No. 2 (2009) pp. 107–119

To foster medical students' diagnostic knowledge a case-based worked example approach was implemented in the context of a computer-based learning environment. Thirty medical students were randomly assigned to the condition "with erroneous examples", ...

Instructional effects in complex learning: Do objective and subjective learning outcomes converge?

Robin Stark; Hans Gruber; Alexander Renkl; Heinz Mandl

Learning and Instruction Vol. 8, No. 2 (1998) pp. 117–129

The influence of multiple learning contexts and problem solving guidance on the acquisition of applicable knowledge and subjective learning outcomes in complex learning was investigated. Using a 2 × 2 factorial design, 60 economics students from a...

Language: English

Indeed, Sometimes Knowledge Does Not Help: A Replication Study

Robin Stark; Alexander Renkl; Hans Gruber; Heinz Mandl

Instructional Science: An International Journal of the Learning Sciences Vol. 26, No. 5 (1998) pp. 391–407

Describes a replication study that explored differences between intermediate experts and novices mastering recurrent demands using a computer-based simulation. Functionality of mental models, declarative knowledge, acceptance of the learning...

Instructional means to overcome transfer problems in the domain of economics: empirical studies

Robin Stark; Heinz Mandl; Hans Gruber; Alexander Renkl

International Journal of Educational Research Vol. 31, No. 7 (1999) pp. 591–609

In a computer-based learning environment (the simulation of a company) multiple learning contexts were established. Additionally, the learners were provided with a problem-solving guidance. In a second learning environment based on worked-out...

Language: English

Conditions and effects of example elaboration

Robin Stark; Heinz Mandl; Hans Gruber; Alexander Renkl

Learning and Instruction Vol. 12, No. 1 (2002) pp. 39–60

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...

Language: English