Beispielbasiertes Lernen im Bereich Buchführung: Einfluss instruktionaler Erklärungen und multipler Perspektiven auf Lernverhalten und Lernerfolg

In an experimental study in the domain of bookkeeping it was
investigated to what extent the problem of knowledge acquisition
can be overcome by variations of an example-based instructional
approach which differed with respect to some instruc-tional means.
In order to investigate the influence these means have on learning
outcomes and learning behaviour, the factors "provision of
instructional explana-tions" (with vs. without explanations) and
"variability of perspectives during lear-ning" (uniform vs.
multiple perspectives) were varied experimentally in a
2?2-factorial design. Sixty students of a vocational school were
randomly assigned to the resulting four learning conditions. By
inducing multiple perspectives, acqui-sition of applicable
knowledge could be fostered; against our expectations,
instruc-tional explanations had no effect on the learning outcomes.
Neither instructional expla-nations nor multiple perspectives had a
measurable influence on the lear-ning behaviour. Further evidence
concerning the mechanisms underlying the in-struc-tional means
implemented in this study could be provided by an analysis of
various qualitative data.