Does the combination of worked-out examples and problem-solving tasks pay off?

Example-based learning environments are being used in many different domain s. However, examples contain convenient instructions for learners and, ther efore, may invite passive and superficial processing. To avoid this unwante d and potentially harmful side-effect, The present experimental study combi ned worked examples with problems to be solved. The effects of this instruc tional measure were investigated using students of accounting as participan ts. Fifteen junior clerks from a local bank were exposed to the combined le arning method, 15 other apprentices were to just study the examples. The co mbined method turned out to be superior in increasing both the quantity and quality of elaborations of the material. In addition, it produced signific antly and substantially better transfer to related problems. There fore, it is recommended to integrate example-based and problem-based learning in in structional design.