The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill |
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| Authors: | Jung Lim Robert A Reiser Zane Olina |
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| Institution: | (1) Northwestern State University, Natchitoches, LA 71497-5273, USA;(2) Florida State University, Tallahassee, FL 32306-4453, USA |
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| Abstract: | 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 Merriënboer 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. |
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| Keywords: | 4C/ID-model Complex cognitive skill Transfer of learning Whole-task approach Teacher education |
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