Training for reflective expertise: A four-component instructional design model for complex cognitive skills |
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| Authors: | Jeroen J G van Merriënboer Otto Jelsma Fred G W C Paas |
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| Institution: | (1) Department of Instructional Technology, the University of Twente, USA;(2) the Logistic Training Division of Fokker Aircraft BV, the Netherlands |
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| Abstract: | This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis
phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of
nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design
of practice; they pertain to the conditions under which practice leads either to rule automation during the performance of
recurrent skills or to schema acquisition during the performance of nonrecurrent skills. The other two components relate to
the design of information presentation; they pertain to the presentation of information that supports the performance of either
recurrent or nonrecurrent skills. The basic prediction of the model is that its application leads to “reflective expertise”
and increased performance on transfer tasks. Applications of the model that support this prediction are briefly discussed
for the training of fault management in process industry, computer programming, and statistical analysis. |
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