Page 66 - Computer Based Training OUM

Second, many expert performers cannot readily articulate the

way they tackle far-transfer tasks or the reasons for their actions

3. How to accomplish the far-transfer training?

To accomplish this, first present the guidelines, followed by
several varied context worked examples that illustrate how the

guidelines can be applied in diverse circumstances. Varied context
worked examples show how a far-transfer task performance
might play out in the alternative situations the employee is likely

to encounter

4. What are the basic approaches for e-learning to be designed for

far-transfer training?

One is to adopt an instructive design similar to that we saw in the

classroom examples described in the previous paragraphs. The
other is to exploit the simulation features of e-learning and adopt

a problem-based learning design that uses a more inductive
immersive approach

5. What is the challenge of practicing assignments in both
classroom and e-learning?

The challenge in both settings is to assess the quality of learners'

responses and give helpful feedback