INSTRUCTIONAL-EFFECTS IN COMPLEX LEARNING - DO OBJECTIVE AND SUBJECTIVE LEARNING OUTCOMES CONVERGE

The influence of multiple learning contexts and problem solving guidan ce on the acquisition of applicable knowledge and subjective learning outcomes in complex learning was investigated. Using a 2x2 factorial d esign, 60 economics students from a vocational school were confronted with one of four conditions when learning with a computer-based simula tion of a company (factor 1: learning context [uniform learning contex ts versus multiple learning contexts]; factor 2: problem solving guida nce [unguided problem solving versus guided problem solving]). No sing le learning condition was superior with regard to all learning outcome s. Multiple learning contexts in combination with problem solving guid ance turned out to be the most suitable learning condition when object ive learning outcomes were taken into consideration. The problem solvi ng guidance procedure, however, led to a rather pessimistic self-evalu ation of learning outcomes. The problem of self-evaluation of learning outcomes in complex learning is discussed, and remedies are proposed. (C) 1997 Elsevier Science Ltd. All rights reserved.