
Please use this identifier to cite or link to this item:
http://hdl.handle.net/1820/1671
Title: | Just-in-time information presentation and the acquisition of complex cognitive skills |
Authors: | Kester, Liesbeth Kirschner, Paul A. Van Merriënboer, Jeroen Bäumer, Anita |
Keywords: | Just-in-time information Complex cognitive skills |
Issue Date: | 2001 |
Publisher: | Elsevier |
Abstract: | This paper describes a model for just-in-time (JIT) presentation of information. Learners receive the information needed to carry out a task precisely at the time it is needed. The model is twofold: Supportive information is best presented before practicing task clusters while prerequisite information is best presented during practice on learning tasks. JIT supportive information presentation promotes schema construction through meaningful learning or elaboration. JIT prerequisite information presentation promotes schema automation through proceduralization or restricted encoding while learning the recurrent aspects of a task. It leads to a reduction in extraneous cognitive load because temporal split attention is avoided. This frees up cognitive capacity for learning the non-recurrent aspects of a complex cognitive skill and so enhances transfer performance. An exploratory, empirical study is described that supports our model. Implications for teaching and teacher training are discussed. |
Description: | Kester, L., Kirschner, P., van Merriënboer, J. J. G., & Bäumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373-391. |
URI: | http://hdl.handle.net/1820/1671 |
Appears in Collections: | 1. LC: Publications and Preprints |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
APA_JIT-model_finalversion.pdf | 223.35 kB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.