Abstract
Worked examples are effective instructional support but limited research has examined the impacts of different worked example designs in online settings. We measured algebra students’ learning gains and perceived helpfulness of worked example designs in an online problem set to identify how extensive and dynamic worked examples should be in online settings. Students were randomly assigned to view worked examples in: 1) concise static, 2) extended static, 3) concise sequential, 4) extended sequential, 5) dynamic no history, or 6) dynamic history formats. The findings provide recommendations to design worked examples for online settings. Copyright © 2021 International Society of the Learning Sciences, Inc.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 |
| Editors | Erica DE VRIES, Yotam HOD, June AHN |
| Place of Publication | Bochum, Germany |
| Publisher | International Society of the Learning Sciences |
| Pages | 879-880 |
| ISBN (Electronic) | 9781737330615 |
| Publication status | Published - 2021 |
Citation
Closser, A. H., Smith, H., Chan, J. Y.-C., Trac, C., & Ottmar, E. (2021). Worked examples: Do learning and perceived helpfulness align? In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 879-880). Bochum, Germany: International Society of the Learning Sciences.Keywords
- Worked examples
- Algebra learning
- Online learning
- Perception
