Training Tactical-Level Planning Skills: An Investigation of Problem-Centered and Direct Instruction Approaches
Abstract
The purpose of the present research was to inform training developers of the instructional approaches that are most effective in achieving cognitive skill proficiency for problem-based, decision-making/analyzing tasks. Prototype training modules were developed and used in experiments to determine the effects of three different instructional approaches [inquiry-based learning (IBL), direct instruction (DI), and the Invention Framework (IF)] on student outcomes. However, due to the small sample sizes across the three experiments, the results of this research should be considered a pilot effort. Therefore, the contribution of the research is best reflected in the reporting of the instructional design and methodology of each approach as well as an indication of the advantages and disadvantages of using these approaches for US Army training. Further research is needed to determine the validity of the approaches for training a range of tasks under various training and transfer conditions. Future research should draw from the training presented here and develop additional exemplars of each approach that can be further demonstrated and evaluated. The software for the IF approach and full slide packets for the DI and IBL approaches are freely available by contacting the first author of this report at the above address.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jun 01, 2011
- Accession Number
- ADA545362
Entities
People
- Alexandra Geyer
- E. D. Vaughn
- Jason Sidman
- Jennifer S. Tucker
- Robert P. Semmens
Organizations
- U.S. Army Research Institute for the Behavioral and Social Sciences