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|Title:||Effects of Part-task and Whole-task Instructional Approaches and Levels of Learner Expertise on Learner Acquisition and Transfer of a Complex Cognitive Skill|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Lim, J. & Reiser, R. (2006). Effects of Part-task and Whole-task Instructional Approaches and Levels of Learner Expertise on Learner Acquisition and Transfer of a Complex Cognitive Skill. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 425-431). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||In complex learning environments, providing instruction that facilitates transfer of learning is important. The study investigated the effects of two instructional approaches (whole-task vs. part- task) and levels of learner expertise (novice vs. advanced) on learner acquisition and transfer of a complex cognitive skill (e.g., preparing a grade book in excel) in an introductory educational technology course. The study also examined the effects of these variables on learners' cognitive load, instructional efficiency, time on task and their attitudes towards the instruction. The results indicated that there were statistically significant differences between the two treatment groups (whole-task > part-task) on (a) whole-task performance, (b) far-transfer performance, (c) instructional efficiency on the whole-task performance, and d) instructional efficiency on the far-transfer performance. However, no significant differences were found for (a) cognitive load, (b) time spent on the whole-task test, (c) time spent on the far-transfer test, and (d) attitudes toward instruction.|
|Appears in Collections:||ICLS 2006|
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