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Smart is who makes lots of errors? The relevance of adaptive reactions to errors and a positive error climate for academic achievement

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HIGH ABILITY STUDIES 2018年第1期29卷 37-49页

作者： Grassinger, Robert Scheunpflug, Annette Zeinz, Horst Dresel, Markus Univ Educ Weingarten Dept Psychol Weingarten Germany Univ Bamberg Chair Educ Bamberg Germany Westfalische Wilhelms Univ Munster Dept Educ Munster Germany Univ Augsburg Dept Psychol Augsburg Germany

learning form errors seems to be crucial for talent development, but there is evidence that students learn little from their errors during school instruction. This work addressed the interplay of different adaptive reactions to errors (affective-motivational adaptive and action-related adaptive reactions), a positive error climate in the learning context and cognitive abilities with regard to their effect on academic achievement. A longitudinal data set with 2092 students attending 74 classes was analyzed with a two-level path modeling approach (students in classrooms). The results confirmed the assumption that affective-motivational adaptive reactions to errors encourage action-related adaptive reactions to errors which, in turn, foster academic achievement. Furthermore, analyzes indicated that the relationship between a positive error climate in the classroom and academic achievements is mediated by students' individual reactions to errors. In contrast to expectations, students with higher cognitive abilities did not show more adaptive reactions to errors.

关键词： learning from errors talent development adaptive reactions to errors error climate

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Knowledge-Integration Processes and learning Outcomes Associated with a Self-Diagnosis Activity: the Case of 5th-Graders Studying Simple Fractions

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INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION 2018年第5期16卷 929-948页

作者： Safadi, Rafi' Acad Arab Coll Educ Israel 22 Hahashmal StPOB 8349 IL-33145 Haifa Israel

I examined how well a self-diagnosis activity engages students in knowledge-integration processes, and its impact on students' mathematical achievements. The self-diagnosis activity requires students to self-diagnose their solutions to problems that they have solved on their own-namely, to identify where they went wrong and to explain the nature of their own errors-and self-score them, aided by a rubric demonstrating how to solve each problem step by step. I also examined knowledge-integration processes and the impact on students' achievements in a traditional activity in which teachers solve, together with their students, problems that students have solved on their own. The two activities can provide students with opportunities to reflect on their own errors, which is assumed to promote learning. Two 5th-grade classes studying simple fractions with the same teacher participated. A pre-test/intervention/post-test design was employed. In the intervention, one class was assigned to the self-diagnosis activity and the other to the traditional activity. Results suggested that at least for a teacher who is not competent in managing argumentative class discussions, the self-diagnosis activity is more effective than the traditional activity in engaging students in knowledge-integration processes and enhancing their achievements. I account for these results and suggest possible directions for future research.

关键词： Class discussion learning from errors Self-assessment Self-diagnosis Simple fractions

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Surgical learning and guidance on operative risks and potential errors

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JOURNAL OF WORKPLACE learning 2017年第5期29卷 322-338页

作者： Ruoranen, Minna Antikainen, Teuvo Etelapelto, Anneli Cent Finland Hlth Care Dist Dept Educ Serv Jyvaskyla Finland Univ Jyvaskyla Dept Educ Jyvaskyla Finland

Purpose - Within the framework of learning from errors, this study focused on how operative risks and potential errors are addressed in guidance to surgical residents during authentic surgical operations. The purpose of this paper is to improve patient safety and to diminish medical complications resulting from possible operating errors. Further in the process of the optimal contexts for instruction aimed at preventing risks and errors in the practical hospital environment was evaluated. Design/methodology/approach - The five authentic surgical operations were analyzed, all of which were organized as training sessions for surgical residents. The data (collected via video-recoding) were analyzed by a consultant surgeon and an education expert working together. Findings - The results showed that the risks and potential errors in the surgical operations were rarely addressed in guidance during operations. The guidance provided mostly concerned technical issues, such as instrument handling, and exploration of critical anatomical structures. There was little guidance focusing on situation-based risks and potential errors, such as unexpected procedural challenges, teamwork and practical decision-making. The findings showed that optimal context of learning about risks and potential errors of surgical operation are not always the authentic operation context. Originality/value - The study was conducted in an authentic surgical operation-cum-training context. The originality of the study derives from its focus on guidance related to risk and error prevention in surgical workplace learning. The findings can be used to create a meaningful learning environment - including powerful guidance - for practice-based surgical learning, maximally addressing patient safety, but giving possibilities also for other training options.

关键词： learning environment Guidance learning from errors Operative risks Surgical training

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Valuing errors for learning: espouse or enact?

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JOURNAL OF WORKPLACE learning 2017年第5期29卷 390-404页

作者： Grohnert, Therese Meuwissen, Roger H. G. Gijselaers, Wim H. Maastricht Univ Sch Business & Econ Dept Educ Res & Dev Maastricht Netherlands Maastricht Univ Sch Business & Econ Dept Accounting & Informat Management Maastricht Netherlands

Purpose - This study aims to investigate how organisations can discourage covering up and instead encourage learning from errors through a supportive learning from error climate. In explaining professionals' learning from error behaviour, this study distinguishes between espoused (verbally expressed) and enacted (behaviourally expressed) values with respect to learning from errors. Design/methodology/approach - As part of mandatory training sessions, 150 early-career auditors completed an online questionnaire measuring error orientation and help-seeking behavior after making an error as attitude-and behavior-based measures, next to measuring perceived organizational learning from error climate. Multiple mediation analysis is used to explore direct and indirect effects. Findings - Covering up errors was negatively and learning from errors positively related to an organisation's learning from error climate. For covering up, this relationship is an indirect one - espoused and enacted values need to match. For learning from errors, this relationship is direct: espoused values positively relate to learning behaviour after errors. Practical implications - By designing a supportive learning from error climate in which members at all hierarchical levels role-model learning from errors behaviour, organisations can actively discourage covering up and encourage learning from errors. Originality/value - This study applies the theory of espoused versus enacted values to learning from error using a triangulation of measures in an understudied research setting: auditing.

关键词： Help-seeking learning from errors Covering up errors Error orientation learning from error climate

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learning from Incidents Questionnaire (LFIQ): The validation of an instrument designed to measure the quality of learning from incidents in organisations

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SAFETY SCIENCE 2017年第PartA期99卷 80-93页

作者： Littlejohn, Allison Margaryan, Anoush Vojt, Gabriele Lukic, Dane Open Univ Walton Hall Milton Keynes MK7 6AA Bucks England Goethe Univ Frankfurt Theodor W Adorno Pl 6PF 14 D-60629 Frankfurt Germany Glasgow Caledonian Univ Cowcaddens Rd Glasgow G4 0BA Lanark Scotland Univ Glasgow Glasgow G12 8QQ Lanark Scotland

Effective learning is essential for a safe workplace. Through learning from incidents (LFI), knowledge is applied and embedded within the work environment in ways that can prevent future incidents. In order to improve their LFI processes, such as incident reporting and analysis, or the dissemination of investigation outputs, organisations need an instrument that allows them to diagnose the quality and effectiveness of their LFI processes, making sure that LFI leads to positive safety outcomes. This paper outlines an instrument that measures the quality of LFI processes and practices: the learning from Incident Questionnaire (LFIQ). The LFIQ identifies employees' perceptions and experiences of LFI processes and practices. This paper describes the validation of the LFIQ instrument via a pilot study conducted at two energy companies involving 781 participants. Through factor analysis the instrument was shown to have sufficient validity to become a useful tool for industry;by gaining insight into employees' perspectives on LFI, frontline managers and supervisors can have evidence on which to base improvements to the local work environment and prioritise areas for improvement. Crown Copyright (C) 2017 Published by Elsevier Ltd. All rights reserved.

关键词： learning from incidents Health and safety learning from errors Organisational learning

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Applying interprofessional Team-Based learning in patient safety: a pilot evaluation study

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BMC MEDICAL EDUCATION 2018年第20180327期18卷 48-48页

作者： Lochner, Lukas Girardi, Sandra Pavcovich, Alessandra Meier, Horand Mantovan, Franco Ausserhofer, Dietmar Claudiana Coll Healthcare Profess Via Lorenz Bohler 13 I-39100 Bolzano Bozen Italy South Tyrolean Hlth Trust Bolzano Bozen Italy Clin Governance Dept HealthCare 23 Minist Hlth Bolzano Bozen Italy Univ Basel Inst Nursing Sci Dept Publ Hlth Basel Switzerland

Background: Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance;however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants' reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours. Methods: We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to 'learning from errors'. The course consisted of three sequential modules: 'Recognizing errors', 'Analysing errors', and 'Reporting errors'. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga's TBL Student Assessment Instrument and the University of the West of England's Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods. Results: Thirty-nine students from five different bachelor's programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in 'communication and teamwork' and 'interprofessional learning' but not in 'interprofessional interaction' and 'interprofess

关键词： Team-based learning Interprofessional education Patient safety learning from errors Pre-qualifying non-medical healthcare students

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

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VOCATIONS AND learning 2017年第1期10卷 1-26页

作者： Cattaneo, Alberto A. P. Boldrini, Elena Swiss Fed Inst Vocat Educ & Training EHB IFFP IUF Via Besso 84 CH-6900 Lugano Massagno Switzerland

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.

关键词： learning from errors Worked-out examples Writing-to-learn Vocational education and training

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Emotions, coping and learning in error situations in the workplace

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JOURNAL OF WORKPLACE learning 2017年第5期29卷 370-389页

作者： Rausch, Andreas Seifried, Juergen Harteis, Christian Univ Mannheim Area Econ & Business Educ Mannheim Germany Univ Paderborn Inst Educ Paderborn Germany

Purpose - This paper aims to investigate the complex relationship between emotions, coping approaches and learning in error situations in the workplace. The study also examines the influence of individual error orientation, as well as psychological safety, and team learning behaviour as contextual factors. Design/methodology/approach - To measure emotions, coping and learning from errors in situ, a semi-standardised error diary was administered. Individual and contextual factors were measured by standard questionnaires. Totally, 22 young employees participated in the study and recorded n = 99 error situations in a three-week diary period. Findings - errors typically provoked negative emotions, particularly in cases of "public" errors. Negative emotions provoked emotion-focused coping. However, there was no direct effect of emotions on learning. learning seems to depend primarily on the in-depth analysis of the error, no matter whether the original coping intention is aimed at problem-solving, self-protection or emotion regulation. A quick error correction does not necessarily result in learning. Furthermore, plausible influences of individual and contextual factors were found, but must be interpreted cautiously. Research limitations/implications - The small sample size, particularly in person-level analyses, is a major shortcoming of the study. Originality/value - To overcome shortcomings of common retrospective self-reports such as interviews or questionnaires, this study uses the diary method as an innovative approach to investigate processes in situ.

关键词： Emotions Workplace learning Diary method Coping Psychological safety learning from errors

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Error management practices interacting with national and organizational culture The case of two state university departments in Turkey

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learning ORGANIZATION 2017年第4期24卷 245-256页

作者： Gokturk, Soheyda Bozoglu, Oguzhan Guncavdi, Gizem Kocaeli Univ Dept Educ Sci Kocaeli Turkey Gebze Tech Univ Dept Foreign Languages Gebze Turkey

Purpose - Elements of national and organizational cultures can contribute much to the success of error management in organizations. Accordingly, this study aims to consider how errors were approached in two state university departments in Turkey in relation to their specific organizational and national cultures. Design/methodology/approach - The study follows a qualitative case study design, and the data were collected through five focus groups. The cases under consideration were two state university departments of different organizational sizes. Findings - The results showed that organizational and national culture elements (collectivism, high power distance and relatively low future orientation) significantly interacted with error management practices. In both of the organizations studied, there were found to be limited attempts to prevent the errors unless there was an emergent situation. Error detection was shown to be slow and hindered because of indirect communication among staff. Ultimately, effective error management in these organizations was identified as being unattainable because of negative emotional reactions to errors, lower reporting, restricted communication, potential face loss considerations and lack of feedback. Originality/value - The findings of the current work extend earlier error management research with empirical data drawn from two cases in the higher education domain. Thus, the study offers preliminary research into the error process in education, and contributes to future research relating organizational culture to error processes.

关键词： Higher education National culture Organizational culture Error management Error process learning from errors

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Support for struggling students in algebra: Contributions of incorrect worked examples

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learning AND INDIVIDUAL DIFFERENCES 2016年 48卷 36-44页

作者： Barbieri, Christina Booth, Julie L. Univ Delaware Coll Educ & Human Dev 113 Willard Hall Newark DE 19716 USA Temple Univ Coll Educ 1301 Cecil B Moore AveRitter Hall 239 Philadelphia PA 19122 USA

Middle school algebra students (N = 125) randomly assigned within classroom to a problem-solving control group, a correct worked examples control group, or an Incorrect worked examples group, completed an experimental classroom study to assess the differential effects of incorrect examples versus the two control groups on students' algebra learning, competence expectancy, and sense of belonging to math class. The study also explored whether prior knowledge impacted the effectiveness of the intervention. A greater sense of belonging and competence expectancy predicted greater learning overall. Students' sense of belonging to math and competence expectancies were high at the start of the study and did not increase as a result of the intervention. A significant interaction between prior knowledge and incorrect worked examples on post-test scores revealed that students with low prior knowledge who struggle with learning math benefit most from reflecting on highlighted errors within an incorrect worked examples intervention. The unique contributions of these findings as well as educational implications are discussed. (C) 2016 Elsevier Inc All rights reserved.

关键词： learning from errors Incorrect examples Worked examples Algebraic problem-solving Sense of belonging Competence expectancy

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