Liesbeth Kester

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Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning(More)
Positive effects of learner control decrease when learners do not perceive the control given to them, make suboptimal choices, or are cognitively overloaded by the amount of choice. This study proposes shared control (i.e., learners choose from a pre-selection of suitable tasks) over highly variable tasks to tackle these problems. Ninety-four students(More)
The Four-Component Instructional Design model claims that four components are necessary to realize complex learning: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice. This chapter discusses the use of the model to design multimedia learning environments and relates 14 multimedia principles to each of the(More)
Cognitive load theory states that well-designed learning material minimizes extraneous cognitive load and optimizes germane cognitive load within the thresholds of available cognitive resources. In this study, the extraneous cognitive load is minimized by avoiding temporal split attention with regard to supportive information (i.e., conceptual models or(More)
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)
The introduction of elearning often leads to an increase in the time staff spends on tutoring. To alleviate the workload of staff tutors, we developed a model for organizing and supporting learner related interactions in elearning systems. It makes use of the knowledge and experience of peers and builds on the assumption that (lifelong) learners, when(More)
Complex learning aims at the integration of knowledge, skills and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning, but due to the complexity of those tasks learning may(More)
This thesis focuses on just-in-time information presentation during complex cognitive skill acquisition. In this introductory chapter an instructional design model is presented that forms the constructing framework for the just-in-time information presentation model presented in Chapter 2. Modern instructional theories stress authentic, realistic tasks or(More)
Please refer to this article as: Kirschner, F., Kester, L., & Corbalan, G. (in press). Cognitive load theory and multimedia learning, task characteristics, and learner engagement: The current state of the art. Computers in Human Behavior. doi:10.1016/j.chb.2010.05.003 Cognitive Load Theory and Multimedia Learning, Task Characteristics and Learning(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)