Worked Examples
Overview
The Worked Example Principle was introduced by John Sewell (1988), stemming from the cognitive load theory. When learning complex problems, practice problems or discovery learning alone increase the cognitive load of the learner. Worked examples are strategic, step-by-step demonstrations for solving a problem. Worked examples help learners attain a deep understanding of the skills required to solve complex problems by reducing cognitive load and saving working memory.
The Worked Example Principle was introduced by John Sewell (1988), stemming from the cognitive load theory. When learning complex problems, practice problems or discovery learning alone increase the cognitive load of the learner. Worked examples are strategic, step-by-step demonstrations for solving a problem. Worked examples help learners attain a deep understanding of the skills required to solve complex problems by reducing cognitive load and saving working memory.
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Guidelines for Use
Guideline 1 - Fade from Worked Examples
Guideline 1 - Fade from Worked Examples
- When providing worked examples, scaffold worked solutions until the learner develops the competencies to work independently. Provide a worked solution for each step when teaching learners to solve an algebra equation. For subsequent examples, gradually remove worked solutions until the learner is working independently.
- To promote interaction and a deeper understanding of the material, provide a question at the end of the example. Providing a question will discourage learners from superficially reviewing the worked example or moving past it entirely. To demonstrate this guideline, after a worked example in an online sales course, provide a multiple-choice question asking why it is important to recap a doctor’s questions.
- Instructional explanations should only be used when attempting to improve the conceptual understanding of a subject, when there are no self-explanation questions provided, or when teaching math content. A help button can be added to the screen in an online course if the worked example meets the three criteria. A help button should provide specific detail or amplify the content in the worked example.
- Relevant visuals help contrast lessons over text or audio alone. Audio alone should be used to explain visuals unless there is a requirement to accommodate learners. Online courses should be segmented, allowing learners to move through different sections of content at their own pace. Buttons provide learners with the ability to pause, replay content, or move on at their own pace.
- Near transfer of learning is supported when learners are engaged in similar concepts. An example of near transfer is providing an employee with the steps for filling out a customer order form.
- To support far transfer skills, include self-explanation questions and encourage comparisons using different contexts. Medical school students are provided with a firefighting anecdote to promote the far transfer of learning. In the example, firefighters use more than one small fire hose to extinguish a fire. The students conclude that converging multiple weak radiation rays on a tumor will destroy it without damaging the surrounding tissue in the patient.
Good Examples of Use
Example 1- Khan Academy
Example 1- Khan Academy
- Khan Academy is an online learning tool for all ages that provides worked examples through video instruction in a segmented online learning environment.
- Codecademy provides segmented lessons using worked examples in multiple coding languages.
Helpful Resources
Resource 1 - Comparing Worked Examples, Example-Pairs, and Problem Solving
Resource 1 - Comparing Worked Examples, Example-Pairs, and Problem Solving
- The paper looks at the retention and transfer of information of secondary students that participated in controlled groups comparing worked examples to problem-solving.
- The three-minute video demonstrates how the worked example principle can explain complex ideas.
- A blog post that walks readers through steps to write realistic worked example dialog.
Research
Clark, R.C., & Mayer, R.E. (2011). Leveraging examples in e-learning. In R. Taff (Ed.), e-Learning and the science of instruction (pp. 223-248). San Francisco: Pfeiffer. Retrieved from learn.canvas.net/courses/942/files/389793/download? verifier=ItJewxwhGpPzHTNXe1amNK1TfqjdaJTBL65LZf3q&wrap=1
Codecademy. (2018, October 9). Introduction to HTML. Retrieved from Codecademy https://www.codecademy.com/courses/learn-html/
Khan Academy. (2018, October 9). Introduction to algebra. Retrieved from Khan Academy https://www.khanacademy.org/
Renkl, A. (2002). Worked-out examples: instructional explanations support learning by self-explanations. Learning and Instruction, 12, 529-556.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1207/s15516709cog1202_4
Clark, R.C., & Mayer, R.E. (2011). Leveraging examples in e-learning. In R. Taff (Ed.), e-Learning and the science of instruction (pp. 223-248). San Francisco: Pfeiffer. Retrieved from learn.canvas.net/courses/942/files/389793/download? verifier=ItJewxwhGpPzHTNXe1amNK1TfqjdaJTBL65LZf3q&wrap=1
Codecademy. (2018, October 9). Introduction to HTML. Retrieved from Codecademy https://www.codecademy.com/courses/learn-html/
Khan Academy. (2018, October 9). Introduction to algebra. Retrieved from Khan Academy https://www.khanacademy.org/
Renkl, A. (2002). Worked-out examples: instructional explanations support learning by self-explanations. Learning and Instruction, 12, 529-556.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1207/s15516709cog1202_4