Behaviour modelling, instruction and exploration training approaches in group and individual contexts

Abstract

Behaviour modelling has been associated with higher learning outcomes compared to other training approaches. These cumulative research findings create imperative to examine underlying causal mechanisms or contingency factors that may promote behaviour modelling's advantages even further. We propose group-based learning as one contingency factor because there exists greater opportunity for observation, imitation and feedback. We use a two-by-three experimental laboratory design involving 84 subjects to test for an interaction effect between training context (group-based, individual-based) and training approach (behaviour modelling, exploration, instruction) on several learning outcomes. We use hierarchical regression to show that, while the interaction effect was not significant, the training approach main effect was significant. Consistent with expectations, behaviour modelling outperformed exploration on task performance. There were no significant differences between behaviour modelling and instruction. We conclude that behaviour modelling is associated with higher task performance levels on a complex word-processing task when compared to exploration.

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