References
- Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181–214. doi:10.2307/1170661
- Ayres, P., & Sweller, J. (2013). The worked example effect. In J. A. C. Hattie & E. M. Anderman (Eds.). International Guide to Student Achievement (pp. 408–410). Oxford, UK: Routledge.
- Bassok, M. (1990). Transfer of domain-specific problem solving procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 522–533. doi:10.1037//0278-7393.16.3.522
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
- Cooper, G., & Sweller, J. (1987). The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79(4), 347–362. doi:10.1037//0022-0663.79.4.347
- Eisinga, R., Te Grotenhuis, M., & Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach or Spearman-Brown? International Journal of Public Health, 58(4), 637–642. doi:10.1007/s00038-012-0416-3
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487
- Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23–31. doi:10.1207/S15326985EP3801_4
- Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi:10.1207/s15326985ep4102_1
- Kulik, J. A., & Kulik, C. C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58(1), 79–97. doi:10.2307/1170349
- Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
- Mory, E. H. (2004). Feedback research review. In D. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 745–783). Mahwah, NJ: Lawrence Erlbaum.
- Orsmond, P., & Merry, S. (2011). Feedback alignment: Effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36(2), 125–136. doi:10.1080/02602930903201651
- Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18(1), 16–25. doi:10.2307/1176006
- Paas, F. G. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429–434. doi:10.1037/0022-0663.84.4.429
- Paas, F. G. W. C., & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122–133. doi:10.1037//0022-0663.86.1.122
- Salden, R. J. C. M., Aleven, V., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science, 38(3), 289–307. doi:10.1007/s11251-009-9107-8
- Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V., & Salden, R. (2009). The worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior, 25(2), 258–266. doi:10.1016/j.chb.2008.12.011
- Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. doi:10.3102/0034654307313795
- Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.
- Sweller, J., & Chandler, P. (1991). Evidence for cognitive load theory. Cognition and Instruction, 8(4), 351–362. doi:10.1207/s1532690xci0804_5
- Sweller, J., & Cooper, G. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59–89. doi:10.1207/s1532690xci0201_3
- Van Beuningen, C. G., de Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1–41. doi:10.1111/j.1467-9922.2011.00674.x
- Van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices’ learning. Contemporary Educational Psychology, 36(3), 212–218. doi:10.1016/j.cedpsych.2010.10.004
- Van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6(3), 265–285. doi:10.2190/4NK5-17L7-TWQV-1EHL
- Van Merriënboer, J. J. G., & Krammer, H. P. (1987). Instructional strategies and tactics for the design of introductory computer programming courses in high school. Instructional Science, 16(3), 251–285. doi:10.1007/BF00120253
- Youssef-Shalala, A., Ayres, P., Schubert, C., & Sweller, J. (2014). Using a general-problem solving strategy to promote transfer. Journal of Experimental Psychology: Applied, 20(3), 215–231. doi:10.1037/xap0000021