Impact of dynamic (videotaped) worked examples on knowledge transfer

The effectiveness of worked examples in instructional guidance has received a considerable amount of attention from researchers. Rapid increases in computer power as well as the expansion of the world-wideweb have created opportunities for educators to offer students 'dynamic' worked examples (DWE) - solutions that incorporate both visual and sound instructions and can be watched over and over again (Belski, 2011; Moreno & Mayer, 1999; O'Shea, 1999; Wandel, 2010). It has also been reported that when students have been offered a set of dynamic worked examples to supplement their face-to-face learning their examination performance in that year improved significantly (Belski, 2011). However it is not yet clear whether DWE impact on knowledge transfer, and if so whether it is near or far transfer that is most affected. PURPOSE This paper investigates whether significant improvement in student examination performance that occurred as a result of the provision of DWE, was related to its usage patterns and impact on near or far knowledge transfer. Engineering and science educators developing new educational resources need to consider developing DWE that permit students to expand their self-learning and enhance their far knowledge transfer skills.