Self-Regulated Learning with Case-Based Worked Examples: Effects of Errors
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| Title: | Self-Regulated Learning with Case-Based Worked Examples: Effects of Errors |
|---|---|
| Language: | English |
| Authors: | Kopp, Veronika, Stark, Robin, Heitzmann, Nicole, Fischer, Martin R. |
| Source: | Evaluation & Research in Education. 2009 22(2-4):107-119. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Medical Students, Computer Assisted Instruction, Multiple Choice Tests, Independent Study, Case Method (Teaching Technique), Clinical Diagnosis, Questionnaires, Cognitive Processes, Difficulty Level, Problem Solving, Error Patterns, Time on Task, Foreign Countries, Prior Learning, Knowledge Level |
| Geographic Terms: | Germany |
| DOI: | 10.1080/09500790903494518 |
| ISSN: | 0950-0790 |
| Abstract: | 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", and 31 students learned with correct examples. Diagnostic knowledge was operationalised using a multiple-choice test, key-feature problems and problem-solving tasks. Cognitive load, acceptance and subjective learning outcomes were assessed by three questionnaire scales. Students learning with erroneous examples performed better than students learning with correct examples. However, this effect was not significant. Erroneous examples significantly increased cognitive load and decreased students' subjective learning outcomes. However, they had no influence on acceptance. (Contains 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 62 |
| Entry Date: | 2010 |
| Accession Number: | EJ870883 |
| Database: | ERIC |
Nájsť tento článok vo Web of Science | Abstract: | 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", and 31 students learned with correct examples. Diagnostic knowledge was operationalised using a multiple-choice test, key-feature problems and problem-solving tasks. Cognitive load, acceptance and subjective learning outcomes were assessed by three questionnaire scales. Students learning with erroneous examples performed better than students learning with correct examples. However, this effect was not significant. Erroneous examples significantly increased cognitive load and decreased students' subjective learning outcomes. However, they had no influence on acceptance. (Contains 1 table.) |
|---|---|
| ISSN: | 0950-0790 |
| DOI: | 10.1080/09500790903494518 |