Previously published as: Police Studies: Intnl Review of Police Development
Incorporates: American Journal of Police
Online from: 1997
Subject Area: Industry and Public Sector Management
|Title:||Improving police training from a cognitive load perspective|
|Author(s):||Rebecca Mugford, (Department of Psychology, Carleton University, Ottawa, Canada), Shevaun Corey, (Department of Psychology, Carleton University, Ottawa, Canada), Craig Bennell, (Department of Psychology, Carleton University, Ottawa, Canada)|
|Citation:||Rebecca Mugford, Shevaun Corey, Craig Bennell, (2013) "Improving police training from a cognitive load perspective", Policing: An International Journal of Police Strategies & Management, Vol. 36 Iss: 2, pp.312 - 337|
|Keywords:||Cognitive Load Theory, Learning retention, Police training, Skills, Training, Transfer of skills|
|Article type:||Conceptual paper|
|DOI:||10.1108/13639511311329723 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
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.
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