Search results for author:"Robin Stark"
Total records matched: 11 Search took: 0.058 secs
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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 ...
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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...
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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
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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...
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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
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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
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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", ...
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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
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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...
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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
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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