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ERIC Number: EJ784018
Record Type: Journal
Publication Date: 2008-Jan
Pages: 16
Abstractor: Author
Reference Count: 163
ISSN: ISSN-0046-1520
Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations
Wittwer, Jorg; Renkl, Alexander
Educational Psychologist, v43 n1 p49-64 Jan 2008
Although explanations are a common means of instruction, research shows that they often do not contribute to learning. To unravel the factors giving rise to the ineffectiveness of instructional explanations, we propose a framework that brings together empirical work on instructional explanations from a variety of research fields, including classroom instruction, tutoring, cooperative learning, cognitive skill acquisition, learning from texts, computer-supported learning, and multimedia learning. In our framework, we identify the distinctive characteristics of instructional explanations, present general guidelines for designing instructional explanations, and describe factors influencing both the generation and use of instructional explanations. It is argued that future research should uncover in more detail the interrelations between the different aspects of providing and using instructional explanations and their specific effects on learning.
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A