In a computer-based learning environment (the simulation of a company) multiple learning contexts were established. Additionally, the learners were provided with a problem-solving guidance. In a second learning environment based on worked-out examples, multiple examples as well as a guidance for example elaboration were employed. Multiple examples only proved to be effective in fostering transfer performance when they were combined with the respective supporting means. However, without additional support, learners were overtaxed by multiple learning conditions. As a result, transfer performance was comparatively low. In order to optimize the two learning methods, learning by problem solving should be combined with worked-out examples. Moreover, learners should be supported with additional supporting means, such as expert comments and "instructional elaborations." © 1999 Published by Elsevier Science Ltd. All rights reserved.
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