Group items tagged

job aids and performance support tools are not designed to help people learn

Self-instruction might be made more effective if learners can be persuaded to spend more time on learning tasks

this might be done is by embedding job aids or performance support tools in the instruction

monitoring and regulating devices were embedded

merely including hypertext links in a hypermedia self-instructional course did not by itself increase the time learners spent on the instruction

support tools enabled learners with field-dependent and field-independent learning styles to achieve equally well

Performance support tools that provide relevant information may help learners with internal locus of control learn the content better

embedded in the target course

likely to influence student satisfaction

performance support tools

additional and summative supporting material provides variability, which maintains the learner's interest

supporting material both summarizes information the learner is already familiar with

injects additional material that is relevant to the content of the course

connecting the material to the learner's experience in the course

Spending more time on task in a hypermedia program because of manadatory note-taking resulted in significantly higher achievement scores than those who were not required to spend time taking notes

embedding performance support tools in instruction that can later be used on the job is supported by the M.A.S.S. model of transfer