Skip to main content

Advertisement

SpringerLink
Log in

You Learn by your Mistakes. Effective Training Strategies Based on the Analysis of Video-Recorded Worked-out Examples

  • Original Paper
  • Published:
Vocations and Learning Aims and scope Submit manuscript

Abstract

This paper presents an empirical study on procedural learning from errors that was conducted within the field of vocational education. It examines whether, and to what extent, procedural learning can benefit more from the detection and written analysis of errors (experimental condition) than from the correct elements (control group). The study involved 136 commercial employee apprentices who were working on a videorecorded, worked-out example of a professional procedure involving customer counselling. The results showed no differences between the conditions with regards to declarative knowledge acquisition during the procedure. Additionally, the analysis of errors was demonstrated to be more effective than the analysis of correct behaviours in terms of (1) representing a much more detailed and correct procedure and (2) developing anticipatory knowledge about possible errors to be avoided. The results highlighted the value of the inductive instructional strategy (from the analysis of a single worked-out example to the learning of the general procedure) and opened the field up for future applications of a similar instructional approach combining roleplaying and video analysis of errors in vocational education to develop communication skills.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Anderson, J. R., Boyle, C. F., Corbett, A., & Lewis, M. W. (1990). Cognitive modelling and intelligent tutoring. Artificial Intelligence, 42(1), 7–49.

    Article  Google Scholar 

  • Arguel, A., & Jamet, E. (2009). Using video and static pictures to improve learning of procedural contents. Computers in Human Behavior, 25(2), 354–359.

    Article  Google Scholar 

  • Baartman, L. K. J., & de Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125–134.

    Article  Google Scholar 

  • Baird, L., Holland, P., & Deacon, S. (1999). Learning from action: imbedding more learning into the performance fast enough to make a difference. Organizational Dynamics, 27(4), 19–32.

    Article  Google Scholar 

  • Bauer, J., & Gruber, H. (2007). Workplace changesand workplace learning: advantages of an educational micro perspective. International Jorunal of Lifelong Learning, 26(6), 675–688.

    Article  Google Scholar 

  • Bauer, J., & Harteis, C. (Eds.) (2012). Human fallibility. The ambiguity of errors for work and learning. Dordrecht: Springer.

    Google Scholar 

  • Bauer, J., & Mulder, R. H. (2007). Modelling learning from errors in daily work. Learning in Health and Social Care, 6(3), 121–133.

    Article  Google Scholar 

  • Bauer, J., & Mulder, R. H. (2008). Conceptualisation of learning through errors at work - a literature review. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 115–128). Rotterdam: Sense Publishers.

    Google Scholar 

  • Bauer, J., Gartmeier, M., & Harteis, C. (2012). Human fallibility and learning from errors at work. In J. Bauer & C. Harteis (Eds.), Human fallibility. The ambiguity of errors for work and learning (pp. 155–169). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Baumgartner, A., & Seifried, J. (2012). Professional handling of errors in the workplace. In E. Wuttke & J. Seifried (Eds.), Learning from errors at school and at work (pp. 127–141). Opladen, Berlin & Farmington Hills, MI: Vorlag Barbara Budrich.

    Google Scholar 

  • Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Berkhof, M., van Rijssen, H. J., Schellart, A. J. M., Anema, J. R., & van der Beek, A. J. (2011). Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews. Patient Education and Counseling, 84, 152–162.

    Article  Google Scholar 

  • Billett, S. (2012). Errors and learning from errors at work. In J. Bauer & C. Harteis (Eds.), Human fallibility. The ambiguity of errors for work and learning (pp. 17–32). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Boldrini, E., & Cattaneo, A. (2012). Collaborative writing on professional experiences as a means for fostering reflective thinking in VET curricula. In C. Gelati, B. Arfé, & L. Mason (Eds.), Issues in writing research (pp. 180–188). Padova: Cleup.

    Google Scholar 

  • Boldrini, E., & Cattaneo, A. (2013). Written identification of errors to learn professional procedures in VET. Journal of Vocational Education & Training, 65(4), 525–542.

    Google Scholar 

  • Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: differentiating between correct and incorrect examples. Learning and Instruction, 25, 24–34.

    Article  Google Scholar 

  • Boscolo, P., & Mason, L. (2001). Writing to learn, writing to transfer. In P. Tynjala, L. Mason, & K. Lonka (Eds.), Writing as a learning tool: Integrating theory and practice (pp. 83–104). Dordrecht, NL: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • Cannon, M. D., & Edmondson, A. C. (2005). Failing to learn and learning to Fail (intelligently): how great organizations put failure to work to innovate and improve. Long Range Planning: International Journal of Strategic Management, 38(3), 299–319.

    Article  Google Scholar 

  • Cattaneo, A., & Boldrini, E. (2016). Individual and collaborative writing-to-learn activities in vocational education: an overview of different instructional strategies. In G. Ortoleva, M. Bétrancourt, & S. Billett (Eds.), Writing for professional development (pp. 188–208). Leiden, The Netherlands: Brill.

    Google Scholar 

  • Cattaneo, A., Nguyen, A. T., & Aprea, C. (2016). Teaching and learning with Hypervideo in vocational education and training. Journal of Educational Multimedia and Hypermedia, 25(1), 5–35.

    Google Scholar 

  • Chi, M. T. H., De Leeuw, N., Chiu, M.-H., & La Vancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477.

    Google Scholar 

  • Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australian Journal of Educational Technology, 27(1), 66–88.

    Google Scholar 

  • Curry, L. A. (2004). The Effects of Self-Explanations of Correct and Incorrect Solutions on Algebra Problem-Solving Performance. In K. Forbus, D. Gentner, & T. Regier (Eds.), Twenty-Sixth Annual Conference of the Cognitive Science Society Mahwah, NJ (pp. 1548): Erlbaum

  • Daetwyler, C. J., Cohen, D. G., Gracely, E., & Novack, D. H. (2010). eLearning to enhance physician patient communication: a pilot test of “doc.Com” and “WebEncounter” in teaching bad news delivery. Medical Teacher, 32, e381–e390.

    Article  Google Scholar 

  • Dalehefte, I. M., Seidel, T., & Prenzel, M. (2012). Reflecting on learning from errors in school instruction: findings and suggestions from a Swiss-German video study. In J. Bauer & C. Harteis (Eds.), Human fallibility. The ambiguity of errors for work and learning (pp. 197–213). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Davis, E. A. (2003). Prompting middle school science students for productive reflection: generic and directed prompts. The Journal of the Learning Sciences, 12(1), 91–142.

    Article  Google Scholar 

  • Dörner, D., & Schaub, H. (1994). Errors in planning and decision-making and the nature of human information processing. Applied Psychology: An International Review, 43(4), 433–453.

    Article  Google Scholar 

  • Durkin, K., & Rittle-Johnson, B. (2012). The effectiveness of using incorrect examples to support learning about decimal magnitude. Learning and Instruction, 22(3), 206–214.

    Article  Google Scholar 

  • Edmondson, A. C. (2004). Learning from failure in health care: frequent opportunities, pervasive barriers. Quality and safety in Health Care, 13(suppl 2), ii3–ii9.

  • Ellis, S. (2012). Learning from errors: the role of after-event reviews. In J. Bauer & C. Harteis (Eds.), Human fallibility. The ambiguity of errors for work and learning (pp. 215–232). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Ellis, S., & Davidi, I. (2005). After-event reviews: drawing lessons from successful and failed experience. Journal of Applied Psychology, 90(5), 857–871.

    Article  Google Scholar 

  • Frese, M., & Zapf, D. (1994). Action as the core of work psychology: a German approach. In H. C. Triandis, M. D. Dunette, & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (Vol. 4, 2 ed., pp. 271–340). Palo Alto, CA: Consulting Psychologists Press.

    Google Scholar 

  • Galbraith, D. (1999). Writing as a knowledge-constituting process. In M. Torrance & D. Galbraith (Eds.), Knowing What to Write: Conceptual Processes in Text Production (pp. 139–160). Amsterdam: Amsterdam University Press.

    Google Scholar 

  • Gartmeier, M., & Schüttelkopf, E. M. (2012). Tracing outcomes of learning from errors on the level of knowledge. In J. Bauer & C. Harteis (Eds.), Human fallibility. The ambiguity of errors for work and learning (pp. 33–51). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Gartmeier, M., Bauer, J., Gruber, H., & Heid, H. (2010). Workp!Ace errors and negative knowledge in elder care nursing. Human Resource Development International, 13(1), 5–25.

    Article  Google Scholar 

  • Gartmeier, M., Bauer, J., Fischer, M. R., Hoppe-Seyler, T., Karsten, G., Kiessling, C., et al. (2015). Fostering professional communication skills of future physicians and teachers: effects of e-learning with video cases and role-play. Instructional Science. doi:10.1007/s11251-014-9341-6.

    Google Scholar 

  • Gavota, M., Bétrancourt, M., & Schneider, D. K. (2010a). Writing and commenting on professional procedures. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), 9th International Conference of the Learning Sciences (ICLS 2010) – Volume 1, Full Papers Chicago IL (pp. 683–689). International Society of the Learning Sciences.

  • Gavota, M., Cattaneo, A., Arn, C., Boldrini, E., Motta, E., Schneider, D. K., et al. (2010b). Computer-supported peer commenting: a promising instructional method to promote skill development in vocational education. Journal of Vocational Education & Training, 62(4), 495–511.

    Article  Google Scholar 

  • Große, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: can this foster learning outcomes? Learning and Instruction, 17(6), 612–634.

    Article  Google Scholar 

  • Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: an overview and tutorial. Tutorial in Quantitative Methods for Psychology, 8(1), 23–34.

    Article  Google Scholar 

  • Harteis, C., & Buschmeyer, K. (2012). Learning from mistakes - still a challenge for research and business practice. In E. Wuttke & J. Seifried (Eds.), Learning from errors at school and at work (pp. 31–47). Opladen, Berlin & Farmington Hills, MI: Vorlag Barbara Budrich.

    Google Scholar 

  • Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer Interface support self-explaining? Cognitive Technology, 7(1), 4–14.

    Google Scholar 

  • Hausmann, R. G. M., & Van Lehn, K. (2010). The effect of self-explaining on robust learning. International Journal of Artificial Intelligence in Education, 10(4), 303–332.

    Google Scholar 

  • Hayes, A. F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. New York: The Guilford Press.

    Google Scholar 

  • Heimbeck, D., Frese, M., Sonnentag, S., & Keith, N. (2003). Integrating errors into the training process: the function of error management instructions and the role of goal orientation. Personnel Psychology, 56(2), 333–361.

    Article  Google Scholar 

  • Heinze, A., Ufer, S., Rach, S., & Reiss, K. (2012). The student perspective on dealing with errors in mathematics class. In E. Wuttke & J. Seifried (Eds.), Learning from errors at school and at work (pp. 65–79). Opladen, Berlin & Farmington Hills, MI: Vorlag Barbara Budrich.

  • Hübner, S., Nückles, M., & Renkl, A. (2010). Writing learning journals: instructional support to overcome learning-strategy deficits. Learning and Instruction, 20(1), 18–29.

    Article  Google Scholar 

  • Illeris, K. (2011). The fundamentals of workplace learning. Understanding how people learn in working life. New York: Routledge.

    Google Scholar 

  • Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design Theories and Models: A New Paradigm of Instructional Theory Vol.II (pp. 215–239). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Jonasson, C. (2015). Interactional processes of handling errors in vocational schools: students attending to changes in vocational practices. Vocations and Learning, 8(1), 75–93.

    Article  Google Scholar 

  • Kember, D. (2001). Reflective teaching and learning in the health profession. Oxford: Blackwell Publishing.

    Book  Google Scholar 

  • Klein, P. D., Boscolo, P., Kirckpatrick, L. C., & Gelati, C. (Eds.) (2014). Writing as a Learning Activity (studies in writing). Leiden/Boston: Brill.

    Google Scholar 

  • Leicher, V., Mulder, R. H., & Bauer, J. (2013). Learning from errors at work: a replication study in elder care nursing. Vocations and Learning, 6(2), 207–220.

    Article  Google Scholar 

  • Lukinsky, J. (1990). Reflective withdrawal through journal writing. In J. Mezirow, & Associates (Eds.), Fostering critical reflection in adulthood (pp. 213–234). San Francisco, CA: Jossey-Bass.

  • Mayer, R. E. (Ed.) (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.

    Google Scholar 

  • Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011). Learning with videos vs. learning with print: the role of interactive features. Learning and Instruction, 21(6), 687–704.

    Google Scholar 

  • Minnameier, G. (2012). What's wrong with it? - kinds and inferential mechanics of errors and mistakes. In E. Wuttke & J. Seifried (Eds.), Learning from errors at school and at work (pp. 13–29). Opladen, Berlin & Farmington Hills, MI: Vorlag Barbara Budrich.

    Google Scholar 

  • Moon, J. (1999). Reflection in learning and professional development. London: Kogan Page.

    Google Scholar 

  • Mu, X. (2010). Towards effective video annotation: an approach to automatically link notes with video content. Computers & Education, 55, 1752–1763.

    Article  Google Scholar 

  • Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: the effect of example format and generating self-explanations. Cognition and Instruction, 16(2), 173–199.

    Article  Google Scholar 

  • Nückles, M. (2015). Writing as a learning activity [review of the book Writing as a Learning Activity (studies in writing series) by Klein, P.D., Boscolo, P. Kirckpatrick, L. C., & Gelati, C. (Eds.)]. Journal of Writing Research, 6(3), 318–323.

    Article  Google Scholar 

  • Ohlsson, S. (1996). Learning from performance errors. Psychological Review, 103(2), 241–262.

    Article  Google Scholar 

  • Oser, F. (2007). Aus Fehler lernen. In M. Göhlich, C. Wulf, & J. Zirfas (Eds.), Pädagogische Theorien des lernen (pp. 203–212). Weinheim-Basel: Betz.

    Google Scholar 

  • Oser, F., & Spychiger, M. (2005). Lernen ist schmerzhaft. Zur Theorie des negativen Wissens und zur praxis der Fehlerkultur. Weinheim: Beltz.

    Google Scholar 

  • Rasmussen, J. (1987). The definition of human error and a taxonomy for technical system design. In J. Rasmussen, K. Duncan, & J. Leplat (Eds.), New technology and human error (pp. 23–30). New York: Wiley.

    Google Scholar 

  • Rausch, A. (2012). Errors, emotions, and learning in the workplace - findings from a diary study within VET. In E. Wuttke & J. Seifried (Eds.), Learning from errors at school and at work (pp. 111–126). Opladen, Berlin & Farmington Hills, MI: Vorlag Barbara Budrich.

    Google Scholar 

  • Reason, J. (1990). Human error. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Reason, J. (1995). Understanding adverse events: human factors. Quality in Health Care, 4, 80–89.

    Article  Google Scholar 

  • Renkl, A. (2002). Worked-out examples: instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), 529–556.

    Article  Google Scholar 

  • Rich, P., & Hannafin, M. (2009). Video annotation tools: technologies to scaffold, structure, and transform teacher reflection. Journal of Teacher Education, 60(1), 52–67.

    Article  Google Scholar 

  • Rich, P., & Trip, T. (2011). Ten essential questions educators should ask when using video annotation tools. TechTrends: Linking Research & Practice to Improve Learning, 55(6), 16–24.

    Article  Google Scholar 

  • Rittle-Johnson, B. (2006). Promoting transfer: the effects of direct instruction and self-explanation. Child Development, 77(1), 1–15.

    Article  Google Scholar 

  • Rosenheck, M., Kohlhaas, P., Bastian, D., & Schlegel, C. (2007). Projekt Zukunft der beruflichen Grundbildung im kaufmännischen Berufsfeld. Bericht zur Szenarioanalyse [Project 'The future of initial vocational education in the commercial field'. Report on the scenarios analysis]. Winterthur: Zürcher Hochschule Winterthur - Zentrum Human Capital Management ZHCM.

  • Schraw, G. (2006). Knowledge: structures and processes. In P. A. Alexander, & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 245–263). Mahaw, NJ - London: Lawrence Erlbaum Associates.

  • Schumacher, G. M., & Gradwohl Nash, J. (1991). Conceptualizing and measuring knowledge change due to writing. Research in the Teaching of English, 25, 67–96.

    Google Scholar 

  • Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: when instructional explanations reduce self-explanations. Computers & Education, 46(4), 426–445.

    Article  Google Scholar 

  • State Secretariat for Education, Research and Innovation SERI (2014). Piano di formazione – Impiegato/a di commercio AFC [learning plan – commercial employee]. Bern: Conferenza svizzera dei rami commerciali di formazione e d’esame (CSFRC). Available at: http://www.skkab.ch/download/pictures/44/ea1261543h63h3bmgnovd31h1dpgho/bildungsplan_sog_erlass_i_2014_11_21.pdf.

  • Siegler, R. S. (2002). Microgenetic studies of self-explanation. In N. Granott & J. Parziale (Eds.), Microdevelopment. Transition processes in development and learning (pp. 31–58). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Spiro, R. J., Collins, B. P., & Ramchandran, A. (2007). Reflections on a post-Gutenberg epistemology for video use in ill-structured domains: fostering complex learning and cognitive flexibility. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 93–100). Mahwahm NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Taatgen, N. A., Huss, D., & Anderson, J. R. (2008). The acquisition of robust and flexible cognitive skills. Journal of Experimental Psychology, 137(3), 548–565.

    Article  Google Scholar 

  • Tiellet, C. A. B., Pereira, A. G., Reategui, E. B., Lima, J. V., & Chambel, T. Design and Evaluation of a Hypervideo Environment to Support Veterinary Surgery Learning. In Proceedings of the 21st ACM conference on Hypertext and hypermedia, Toronto, Ontario, Canada, 2010 (pp. 213–222): ACM

  • Tripp, T., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739.

    Article  Google Scholar 

  • Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154.

    Article  Google Scholar 

  • Van Lehn, K. (1999). Rule-learning events in the acquisition of a complex skill: an evaluation of CASCADE. The Journal of the Learning Sciences, 8(1), 71–125.

    Article  Google Scholar 

  • Van Merriënboer, J. (1997). Training Complex Cognitive Skills: A four-component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Van Merriënboer, J. J. G., & Kirschner, P. A. (2010). Ten Steps to Complex Learning. A Systematic Approach to Four-Component Instructional Design. New York: Routledge, Taylor&Francis Group.

  • Wuttke, E., & Seifried, J. (Eds.) (2012). Learning from errors at school and at work. Opladen, Berlin & Farmington Hills, MI: Verlag Barbara Budrich.

    Google Scholar 

  • Zahn, C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for complex collaborative design processes. The Journal of the Learning Sciences, 19(3), 403–440.

    Article  Google Scholar 

Download references

Acknowledgments

The study presented here is part of a series of activities of the Swiss “Technologies for Vocational Training” Leading House funded by the State Secretariat for Education, Research and Innovation (SERI) within the Federal Department of Economic Affairs, Education and Research (EAER) [BB.2009.0175]. We would thank Claudia Sassi, Marco Ricci and all the trainers at the Società Impiegati di Commercio (SIC Ticino) whose support was fundamental for this experience; and Carlo Tomasetto for his precious contributions and suggestions.

Author information

Authors and Affiliations

  1. Swiss Federal Institute for Vocational Education and Training (EHB-IFFP-IUFFP), Via Besso, 84, 6900, Lugano, Massagno, Switzerland

    Alberto A. P. Cattaneo & Elena Boldrini

Authors
  1. Alberto A. P. Cattaneo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Elena Boldrini
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Alberto A. P. Cattaneo.

Appendix

Appendix

Table 7 Descriptive analysis of apprentices’ satisfaction
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cattaneo, A.A.P., Boldrini, E. You Learn by your Mistakes. Effective Training Strategies Based on the Analysis of Video-Recorded Worked-out Examples. Vocations and Learning 10, 1–26 (2017). https://doi.org/10.1007/s12186-016-9157-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12186-016-9157-4

Keywords

Search

Navigation