Instructional implications of cognitive task analysis as a method for improving the accuracy of experts’ self-report

Authors

David F. Feldon, Utah State UniversityFollow
R. E. Clark

Document Type

Contribution to Book

Journal/Book Title/Conference

Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments

Editor

G. Clarebout, J. Elen

Publisher

Sense Publishers

Publication Date

1-1-2006

First Page

109

Last Page

116

Recommended Citation

Feldon, D. F., & Clark, R. E. (2006). Instructional implications of cognitive task analysis as a method for improving the accuracy of experts’ self-report. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments (pp. 109-116). Rotterdam, Netherlands: Sense Publishers.