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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/918
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dc.contributor.authorNadolski, Rob-
dc.contributor.authorKirschner, Paul A.-
dc.contributor.authorVan Merriënboer, Jeroen-
dc.contributor.authorWöretshofer, Jürgen-
dc.date.accessioned2007-02-27T15:27:19Z-
dc.date.available2007-02-27T15:27:19Z-
dc.date.issued2005-
dc.identifier.citationNadolski, R. J., Kirschner, P. A., Van Merriënboer, J. J. G., & Wöretshofer, J. (2005). Development of an instrument for measuring the complexity of learning tasks. Educational Research & Evaluation, 11(1), 1-27.en
dc.identifier.urihttp://hdl.handle.net/1820/918-
dc.description.abstractAn instrument for measuring the complexity of learning tasks in the field of Law was developed and tested in three experiments. In Experiments 1 and 2, teachers used the card-sort method to rate the complexity of learning tasks. Based on the outcomes, a benchmark scale with four criterion tasks was used in Experiment 3. The results showed the benchmark instrument to be valid and easy to use, allowing instructional designers to design competency-based learning environments that better take task complexity into account. The Instructional Design model, in which teachers determine task complexity, is briefly described.en
dc.format.extent247785 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherTaylor & Francis Groupen
dc.titleDevelopment of an instrument for measuring the complexity of learning tasks.en
dc.typeArticleen
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