Improving police training from a cognitive load perspective

被引:24
作者
Mugford, Rebecca [1 ]
Corey, Shevaun [1 ]
Bennell, Craig [1 ]
机构
[1] Carleton Univ, Dept Psychol, Ottawa, ON K1S 5B6, Canada
关键词
Cognitive Load Theory; Police training; Learning retention; Transfer of skills; Training; Skills; WORKED-OUT EXAMPLES; INSTRUCTIONAL-DESIGN; EXPERTISE REVERSAL; SELF-EXPLANATION; LEARNING ENVIRONMENTS; SPLIT-ATTENTION; MODALITY; STUDENTS; IMAGINATION; PRINCIPLES;
D O I
10.1108/13639511311329723
中图分类号
DF [法律]; D9 [法律];
学科分类号
0301 ;
摘要
Purpose - The purpose of this paper is to present a theoretical framework, which describes how police training programs can be developed in order to improve learning retention and the transfer of skills to the work environment. Design/methodology/approach - A brief review is provided that describes training strategies stemming from Cognitive Load Theory (CLT), a well-established theory of instructional design. This is followed by concrete examples of how to incorporate these strategies into police training programs. Findings - The research reviewed in this paper consistently demonstrates that CLT-informed training improves learning when compared to conventional training approaches and enhances the transferability of skills. Originality/value - Rarely have well-validated theories of instructional design, such as CLT, been applied specifically to police training. Thus, this paper is valuable to instructional designers because it provides an evidence-based approach to training development in the policing domain.
引用
收藏
页码:312 / 337
页数:26
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