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ERIC Number: EJ823180
Record Type: Journal
Publication Date: 2009-Feb
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1042-1629
The Effects of Part-Task and Whole-Task Instructional Approaches on Acquisition and Transfer of a Complex Cognitive Skill
Lim, Jung; Reiser, Robert A.; Olina, Zane
Educational Technology Research and Development, v57 n1 p61-77 Feb 2009
This study was designed to investigate the effects of two instructional approaches (whole-task versus part-task) and two levels of learner prior knowledge (lower versus higher) on learner acquisition and transfer of a complex cognitive skill. Participants were 51 undergraduate pre-service teachers. In the part-task condition, a complex skill (preparing a grade book using Excel) was decomposed into a series of smaller tasks, each of which was demonstrated and practiced separately. In the whole-task condition, which was based on the 4C/ID-model (van Merrienboer 1997), learners were exposed to the entire complex skill from the beginning of the instruction and were required to practice performing a series of whole tasks throughout the unit. Results indicated that the whole-task group performed significantly better than the part-task group on a skill acquisition test and a transfer test. Possible reasons for these findings and suggestions for future research are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A