1 Powerful Learning Environments and the Development of Technical Expertise in Ghana: Investigating the Moderating Effect of Instructional Conceptions Frederick Kwaku Sarfo & Jan Elen Center for Instructional Psychology and Technology Katholieke Universiteit Leuven Frederick.sarfo@student.kuleuven.ac.be Jan.elen@ped.kuleuven.ac.be Abstract In this study the effectiveness of powerful learning environments (PLE), developed in line with the specifications of the 4C/ID-model, and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms was assessed. The study also aimed at exploring the moderating effects of instructional conceptions on the effect (of the ICT and no-ICT version) of the PLE. The study involved a one by one by two pretest posttest quasi experiment with 144 students from three equivalent Secondary (Technical) Schools in Ghana. The average age of the participants was 18 years. Six volunteer technical teachers were trained to implement the interventions. Results indicate that a 4C/ID PLE promotes the development of technical expertise in secondary technical education better than teaching designed in line with classical instructional principles. Moreover, results reveal no significant difference of learning gains between the 4C/ID PLE with ICT group and the 4C/ID PLE without ICT group. In contrast to expectations, findings show no moderating effects of students' conceived functionality of the learning environment. Basic and important goals of (technical) education in this highly technological knowledge society refer to the acquisition of (technical) expertise. Experts function intelligently and smoothly in different kinds of work situations. They know the routines and are skilled in using them [1]. If, in a real life situation, an expert architect (building designer - the domain of this study) draws a building plan, he does it by applying the appropriate opening symbols, lines, correct dimensions. At the same time he considers (or thinks of) the client's needs (aesthetic concerns, family size, and financial strengths) as well as the nature of the site. An expert architect does all this simultaneously because he has acquired a coordinated and integrated set of knowledge and skills in building drawing. The acquisition of this coordinated and integrated set of knowledge and skills requires intentional efforts and deliberate practice, in other words, complex learning [2-3]. Expertise does not come naturally, it is learnable, however with intentional efforts and commitment. In this contribution, technical expertise pertains to a coordinated and integrated set of knowledge and skills related to designing/drawing a single building plan by considering local conditions. Traditional methods of teaching, based on classical instructional design inspired by behavioural perspectives [4], have been argued to be inappropriate to facilitate complex learning [3, 5, 6]. More recently, powerful learning environments or, more specifically, environments designed in accordance with the four components instructional design model (4C/ID-model) of van Merriënboer have been argued to be an interesting approach for complex learning and for the development of technical expertise [3, 5, 7, 8, 9]. The 4C/ID-model presents a blueprint for complex learning which is based on four different components (learning task, supportive information, procedural information, and part-task information) of learning processes and associated instructional methods, and is argued to be effective for conducting training that yield reflective expertise. However, the effectiveness and usability of the 4C/ID-model have been tested mainly in restricted research contexts [3, 10] across the domain of computer programming, statistical analysing, computer numerically controlled programming, and fault management process industry. The applications of 4C/ID-model in more practical industrial settings [11] are beginning to appear. In this contribution, it is investigated whether a "4C/ID powerful learning environment" could promote the development of technical expertise (particularly, the domain of this study) in secondary technical schools better than a conventional or traditional method of teaching. Similarly, it has been argued that integrating information and communication technology (ICT) in powerful learning environment (PLE) may further Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies (ICALT’05) 0-7695-2338-2/05 $20.00 © 2005 IEEE