Training for reflective expertise: A four-component instructional design model for complex cognitive skills

This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design of practice; they pertain to the conditions under which practice leads either to rule automation during the performance of recurrent skills or to schema acquisition during the performance of nonrecurrent skills. The other two components relate to the design of information presentation; they pertain to the presentation of information that supports the performance of either recurrent or nonrecurrent skills. The basic prediction of the model is that its application leads to “reflective expertise” and increased performance on transfer tasks. Applications of the model that support this prediction are briefly discussed for the training of fault management in process industry, computer programming, and statistical analysis.     

The engineering of engineering education: curriculum development from a designer's point of view

Engineers have a set of powerful tools at their disposal for designing robust and reliable technical systems. In educational design these tools are seldom applied. This paper explores the application of concepts from the systems approach in an educational context. The paradigms of design methodology and systems engineering appear to be suitable for both analysing existing education and designing new curricula.     

What affects learner engagement in flipped learning and what predicts its outcomes?

The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners’ epistemological beliefs influenced neither pre-class nor in-class engagement, but that academic capability did affect both pre-class and in-class engagement. Only content/learning-related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre-class and in-class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in-class engagement. Learners’ affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations.     

General Works on Mass Communications

Russel B. Nye's The Unembarrassed Muse: The Popular Arts in America (Dial Press, $12.50)

Otto Friedrich's Decline and Fall (Harpor & Row, $10.00)

“The Sociology of Mass Media Communicators,” The Sociological Review Monograph No. 13 (University of Keele, Staffordshire, England, January 1969, $4.60 including air mail costs)

Audio Visual Marketplace: A Multimedia Guide (Bowker, $12.25)

Jerry Della Femina's From Those Wonderful Folks Who Gave You Pearl Harbor (Simon and Schuster, $6.50)     

Talking Bodies: Female Bodybuilders Colonize a Male Preserve

This essay is based on a series of conversations with female bodybuilders. Our focus is on their efforts to make a place for themselves in a “male” sport. The paper analyzes their efforts to renegotiate the dominant masculine meanings of bodybuilding, thereby asserting their right to occupy this culturally contested terrain. It explores the ways in which women's culturally derived expertise in bodywork can be used as a political tool for the colonization of a male preserve.