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ERIC Number: ED195229
Record Type: RIE
Publication Date: 1980-Apr
Pages: 13
Abstractor: N/A
Reference Count: 0
Linking Task Analysis with Student Learning.
Sherman, Thomas M.; Wildman, Terry M.
An examination of task analysis from several perspectives in order to identify some of its purposes and advantages reveals that, as the interest in learning theory has shifted from a predominately behavioral perspective to a more cognitive orientation, the purpose of task analysis has also shifted. Formerly the purpose of task analysis was to aid in instructional design by identifying and classifying component behaviors which could accumulate into a terminal performance. However, cognitive and information processing theorists have not been so interested in the component behaviors as in the cognitive activity that occurs between these behaviors. Thus the emphasis on task analysis has shifted from behavioral outcomes to the analysis of cognitive processes. Three cognitive approaches to task analysis are (1) the optimal content structure approach, (2) the learner-content match approach, and (3) the optimal content presentation approach. Although task analysis has been approached from several perspectives, there is agreement among all the theorists on at least one point: Task analysis, at a minimum, assists the instructor or designer to understand the content to be taught. This alone is a sufficient reason for recommending task analysis. (Author/LLS)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology, (Denver, CO, April 21-24, 1980). For complete proceedings of the Research and Theory Division, see ED 194 061.