Task Analysis Schema Based on Cognitive Style and Supplantational Instructional Design with Application to an Air Force Training Course.
Abstract
The primary goal of this study was to develop a schema for learning task analysis and the design of instruction in which the cognitive style of learners is a major contributing variable. By identifying the functions a task requires, it can be determined which cognitive styles are likely to be incompatible with the task. Instruction can then be designed which provides necessary assistance through supplantation, which is defined as either altering the task requirement to better suit the capabilities of the learner or performing the function for learners which they are unable to perform for themselves. A task analysis schema was produced which identified (a) classes or types of learning tasks related to cognitive style, (b) specific cognitive styles related to each class of task, and (c) instructional techniques recommended for each class of task in order to deal with cognitive style problems. The schema was applied to the tasks specified in the objectives of an Air Force training course. The Weapons Mechanic Course was analyzed using the proposed schema to demonstrate that it was particularly workable and was also well founded theoretically. The schema was found to be relevant to many of the course objectives and to generate recommendations for effective instruction. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Feb 01, 1980
- Accession Number
- ADA082342
Entities
People
- Floyd B. Ausburn
- Lynna J. Ausburn
- Tillman J. Ragan
Organizations
- University of Oklahoma