Process support in learning tasks for acquiring complex cognitive skills in the domain of law

@article{citeulike:669037, abstract = {Whole tasks for acquiring complex skills are often too difficult for novices. To solve this problem, process support divides the problem solving into phases, offers driving questions, and provides feedback. A multimedia program was used to teach sophomore law students (N = 82) to prepare and carry out a plea. In a randomised 2 x 2 design with the factors number of phases and availability of driving questions, students solving a task with fewer phases performed better and more efficiently than students exposed to more phases. Also, students receiving driving questions performed better, although not more efficiently than students not receiving such questions. The results indicate that whole tasks should be accompanied by process support, although task characteristics might restrict the benefits of driving questions in this support.}, author = {Nadolski, Rob J. and Kirschner, Paul A. and van Merrienboer, Jeroen J. }, citeulike-article-id = {669037}, doi = {10.1016/j.learninstruc.2006.03.004}, journal = {Learning and Instruction}, keywords = {multimedia, postsecondary, strategic, udl}, month = {June}, number = {3}, pages = {266--278}, posted-at = {2006-05-24 21:28:39}, priority = {3}, title = {Process support in learning tasks for acquiring complex cognitive skills in the domain of law}, url = {http://dx.doi.org/10.1016/j.learninstruc.2006.03.004}, volume = {16}, year = {2006} }

TY - JOUR ID - citeulike:669037 L3 - citeulike-article-id:669037 TI - Process support in learning tasks for acquiring complex cognitive skills in the domain of law JF - Learning and Instruction VL - 16 IS - 3 SP - 266 EP - 278 N2 - Whole tasks for acquiring complex skills are often too difficult for novices. To solve this problem, process support divides the problem solving into phases, offers driving questions, and provides feedback. A multimedia program was used to teach sophomore law students (N = 82) to prepare and carry out a plea. In a randomised 2 x 2 design with the factors number of phases and availability of driving questions, students solving a task with fewer phases performed better and more efficiently than students exposed to more phases. Also, students receiving driving questions performed better, although not more efficiently than students not receiving such questions. The results indicate that whole tasks should be accompanied by process support, although task characteristics might restrict the benefits of driving questions in this support. KW - multimedia KW - postsecondary KW - strategic KW - udl AU - Nadolski, Rob AU - Kirschner, Paul AU - van Merrienboer, Jeroen PY - 2006/06// UR - http://dx.doi.org/10.1016/j.learninstruc.2006.03.004 ER -