Alexander Renkl

Cognitive Load Theory and Instructional Design: Recent Developments

Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

Learning from Examples: Instructional Principles from the Worked Examples Research

Learning from Worked‐Out Examples: A Study on Individual Differences

Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective

Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps.

Toward an Instructionally Oriented Theory of Example‐Based Learning

Worked-out examples: instructional explanations support learning by self-explanations

Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts

Finding and fixing errors in worked examples: Can this foster learning outcomes?

From Example Study to Problem Solving: Smooth Transitions Help Learning

Inert knowledge: Analyses and remedies