The Effects of Learning from Correct and Erroneous Examples in Individual and Collaborative Settings

Zong kai Yang, Meng Wang, Hercy N.H. Cheng, San ya Liu, Lin Liu, Tak Wai Chan

研究成果: 雜誌貢獻文章同行評審

3 引文 斯高帕斯(Scopus)

摘要

Research indicates that learning from erroneous examples (EE) is superior to correct examples because errors may provide students with a stimulus to spontaneously produce more self-explanations, leading to better learning outcomes. However, because most studies were conducted in individual settings, it remains an open question whether the advantage of EE could be reproduced in collaborative settings. Therefore, this study used a 2 × 2 factorial design varying in example types (correct vs. erroneous examples) and learning settings (individuals vs. collaboration). An experimental study of a 2-week course on subtraction for third grade students was conducted (N = 109). Results indicated that collaborative learning may enhance the transfer knowledge of subtraction. The improvements were still maintained over 2 weeks. In addition, collaboration also facilitated students’ confidence in handling errors. However, there was no significant difference in promoting isomorphic and transfer knowledge between learning from correct and erroneous examples. Additionally, this study also explored the absence of the intended benefit of erroneous examples from a cognitive load perspective.

原文英語
頁(從 - 到)219-227
頁數9
期刊Asia-Pacific Education Researcher
25
發行號2
DOIs
出版狀態已發佈 - 四月 1 2016
對外發佈

ASJC Scopus subject areas

  • 教育

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