Whole task learning is more efficient
Whole task learning is generally more effective than learning the parts of a task separately. Whole task learning often provides a context that aids retention.
Practicing the entire task can be challenging. Learners who started with the whole task and then removed parts for practice did better than those that started with a smaller part and then added new sections.
Randomize steps
If time constraints prevent whole task practice, random order practice is preferred when possible. The interleaved practice improves performance, retention and transfer.
Learning curves
Whole task learning is harder initially; learners need to be reassured they are making progress. Retention is improved even if early performance is not as good as part task practice.
Resources
Z. Rhein & E. Vakil. Motor sequence learning and the effect of context on transfer from part-to-whole and from whole-to-part. Psychological Research (2018) 82:448–458
A Chan et al. Part versus whole: a randomized trial of central venous catheterization education. Adv in Health Sci Educ (2015) 20:1061–1071
