Just-in-time information presentation and the acquisition of complex cognitive skills

Liesbeth Kester*, Paul A. Kirschner, Jeroen Van Merriënboer, Anita Bäumer

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    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.
    Original languageEnglish
    Pages (from-to)373-391
    Number of pages19
    JournalComputers in Human Behavior
    Volume17
    Issue number4
    DOIs
    Publication statusPublished - Jul 2001

    Keywords

    • Just-in-time information
    • Complex cognitive skills

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