Please use this identifier to cite or link to this item: https://repository.unej.ac.id/xmlui/handle/123456789/80150
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dc.contributor.authorUmamah, Nurul-
dc.date.accessioned2017-06-02T03:00:08Z-
dc.date.available2017-06-02T03:00:08Z-
dc.date.issued2017-06-02-
dc.identifier.isbn978-602-96824-0-3-
dc.identifier.urihttp://repository.unej.ac.id/handle/123456789/80150-
dc.descriptionProsiding International Seminar "Good Practices In Education", Yogyakarta, Januari 2014en_US
dc.description.abstractPart-task and whole-task instructions are alternative approaches in the field of Educational Technology. Part task is atomistic approach focusing on decomposing complex domain knowledge into skill components, whereas whole-task is a holistic approach in which complex contents and tasks are analyzed in the coherence and are taught from their simplest version towards increasingly more complex versions. Whole-task is designed to prepare learners to be flexible in adapting themselves to the new problem and situations. Several studies have found that part-task approach is not suitable for learning complex cognitive skills, due to the existence of many constituent skills. Whole-task models are better suited to learning to coordinate component skills and are preferred for tasks with a high level of organization. To deal with task complexity, simplification of the whole task and giving learnerssupport and guidance are useful approaches.en_US
dc.language.isoenen_US
dc.subjectpart tasken_US
dc.subjectwhole tasken_US
dc.subjectinstructional designen_US
dc.titlePART TASK AND WHOLE TASK AS ALTERNATIVE APPROACHES TO DEVELOP INSTRUCTIONAL DESIGNen_US
dc.typeProsidingen_US
Appears in Collections:LSP-Conference Proceeding



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