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