Fostering Self-Regulation in Training Complex Cognitive Tasks

Autor/inn/en	van Meeuwen, Ludo W.; Brand-Gruwel, Saskia; Kirschner, Paul A.; de Bock, Jeano J. P. R.; van Merriënboer, Jeroen J. G.
Titel	Fostering Self-Regulation in Training Complex Cognitive Tasks
Quelle	In: Educational Technology Research and Development, 66 (2018) 1, S.53-73 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-017-9539-9
Schlagwörter	Task Analysis; Traffic Safety; Air Transportation; Skill Development; Integrated Activities; Self Efficacy; Self Management; Competency Based Education; Professional Education; Professional Personnel; Training Methods; Control Groups; Experimental Groups; Cognitive Ability + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Integrierender Unterricht; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Berufsausbildung; Personalbestand; Didaktik; Trainingsmaßnahme; Denkfähigkeit
Abstract	In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program (n = 12) or a new program (n = 17) in which the development of regulation skills was embedded in the training of domain specific skills. Compared to students in the original program, the students in the new program showed increased self-efficacy in the use of self-regulated learning skills with improved performance in domain specific competences. The implications of these findings are discussed with regard to the daily training practice of complex cognitive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01