Abstract
This study examined the effectiveness of a computer-based environment employing three example-based instructional procedures (example-problem, problem-example, and fading) to teach series and parallel electrical circuit analysis to learners classified by two levels of prior knowledge (low and high). Although no differences between the instructional procedures were observed, low prior knowledge learners benefited most from traditional example-problem pairs while their high prior knowledge counterparts benefited most from problem-example pairs. Overall, this study provides empirical support for the expertise reversal effect, which suggests that the effectiveness of certain instruction procedures in example-based learning environments depends upon the learners' level of prior knowledge.
Original language | English (US) |
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Pages (from-to) | 92-103 |
Number of pages | 12 |
Journal | Learning and Instruction |
Volume | 16 |
Issue number | 2 SPEC. ISS. |
DOIs | |
State | Published - Apr 2006 |
Keywords
- Engineering education
- Expertise reversal effect
- Fading
- Worked-out examples
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology