Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 2 |
Descriptor
| Cognitive Processes | 2 |
| Problem Based Learning | 2 |
| Accuracy | 1 |
| Cues | 1 |
| Difficulty Level | 1 |
| Evaluation Criteria | 1 |
| Learning Processes | 1 |
| Learning Strategies | 1 |
| Models | 1 |
| Observational Learning | 1 |
| Performance | 1 |
| More ▼ | |
Author
| Alexander Renkl | 2 |
| Inga Glogger-Frey | 1 |
| Julia Waldeyer | 1 |
| Julian Roelle | 1 |
| Julius Meier | 1 |
| Martine Baars | 1 |
| Peter Hesse | 1 |
| Stephan Abele | 1 |
| Tino Endres | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkJulia Waldeyer; Tino Endres; Julian Roelle; Martine Baars; Alexander Renkl – Educational Psychology Review, 2024
The present study was designed to understand and optimize self-assessment accuracy in cognitive skill acquisition through example-based learning. We focused on the initial problem-solving phase, which follows after studying worked examples. At the end of this phase, it is important that learners are aware whether they have already understood the…
Descriptors: Self Evaluation (Individuals), Cognitive Processes, Problem Based Learning, Accuracy
Julius Meier; Peter Hesse; Stephan Abele; Alexander Renkl; Inga Glogger-Frey – Instructional Science: An International Journal of the Learning Sciences, 2024
Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented ("retrospective" prompts). However, it might also help to self-explain upcoming steps ("anticipatory" prompts). The effects of the prompt type may differ for learners with…
Descriptors: Problem Based Learning, Problem Solving, Prompting, Models
