Cognitive task analysis for instructional design: Applications in distance education

Abstract

The increasing complexity of the subjectmatters taught through distance education calls for a cognitive approach to instructional design. Cognitive task analysis‐based instructional design (CTA‐BID) is especially appropriate for distance education, which requires high‐fidelity instructional materials that teach cognitive content with little or no classroom instruction. CTA‐BID organises instructional materials around the results of a cognitive task analysis that identifies the optimal knowledge structures, mental models, strategies, and skills underlying expertise in the subject matter. CTA‐BID has produced innovative instructional programmes aimed at teaching cognitive skills, accelerating the development of expertise, and improving student performance and training efficiency. This article provides an overview of CTA‐BID and its applications in the design of instructional and testing materials for distance education. I also review recent developments in education, psychology, and instructional design that complement CTA‐BID.