Jeroen J. G. van Merriënboer

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Troubleshooting in a practice situation requires two types of information, namely for reasoning about the problem-cause and for finding an adequate solution (declarative information) and for manipulating the environment (procedural information). It is hypothesized that presenting this information piece-by-piece during practice (i.e., presentation of(More)
This introduction to the special issue provides a context for the contributing articles. for readers who are not familiar with cognitive load theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of cognitive load (intrinsic, extraneous, and germane), and design implications.(More)
This article provides an overview description of the four-component instructional design system (4C/ID-model) developed originally by van Merriënboer and others in the early 1990s (van Merriënboer, Jelsma, & Paas, 1992) for the design of training programs for complex skills. It discusses the structure of training blueprints for complex learning and(More)
This paper describes a model for just-in-time (JIT) presentation of information. Learners receive the information needed to carry out a task precisely at the time it is needed. The model is twofold: supportive information is best presented before practising task clusters while prerequisite information is best presented during practice on learning tasks. JIT(More)
Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over the selection of learning tasks. A 2 x 2 factorial experiment (N = 118)(More)