Designing practice: A review of prescriptions and recommendations from instructional design theories

Blueprints for complex learning: The 4C/ID-model

“…And finally, the skill is practiced in the context of the whole task. So, performance criteria gradually change from (a) accuracy, to (b) accuracy combined with speed, to (c) accuracy combined with speed under time-sharing conditions or high overall workload (Salisbury, Richards, & Klein, 1985).…”

Incorporating Computers Effectively into Classrooms

“…This correct information is now Joumol of Research on Computing in Education in the student's short-term memory. To maximize the probability of this information being transferred to long-term memory, it is essential that it be rehearsed before it leaves short-term memory (Salisbury, 1984(Salisbury, , 1985Alessi & Trollip, 1985). However, if the item is selected at random from the item pool, it may take a long time before it reappears, with many items intervening.…”

A Theory of Effective Computer-Based Instruction for Adults

“…Schnackenberg and colleagues (1998) found that the CBI that contained more practice resulted in learners scoring significantly higher on the posttest than CBI with less 129 practice. The object of good practice should be to convert a learning task that does not have much inherent meaning into something more meaningful (Salisbury et al, 1985).…”