The Fitts and Posner model of motor learning hypothesized that with deliberate practice, learners progress through stages to an autonomous phase of motor ability.
The learner's deliberate career choice and previous work experience support motivation for and engagement in workplace learning (Chan 2014).
Simulation allows for deliberate practice [ 18] and allows learner to acquire technical expertise by advancing through Fitts and Posner's three-stage theory of motor skill acquisition: cognition, integration, and automation [ 19, 20].
Key to the success of this bundled approach is sufficient opportunity for deliberate practice with the creation of learner-driven perfect practice simulation videos.
Finally simulators allow learners the opportunities for deliberate practice [ 10], an important factor in the acquisition of skills and expertise [ 11].
For example, in a typical horseshoe arrangement where students along the sides may experience less attention, an instructor may be more deliberate in their interactions with those particular learners.
To this end, learners need not only to pay deliberate attention to the target words but also have to deeply process the various aspects of the words to learn them effectively.
Natural pedagogy indicates that social learning is accompanied by ostensive communication, that is, a form of deliberate communication ("Look at what I am doing with this stick!") that guides the learner through the critical aspects of the process.
Using the deliberate instructional or learning strategies can be related to cultivate the knowledge and skills for learners.
It must be noted here that the concept of deliberate practice (and to a lesser extent self-directed learning) relies on the assumption that learners are able to identify weaknesses in their own performance and knowledge and take measures to address these.
Personalized learning occurs when e-learning systems make deliberate efforts to design educational experiences that fit the needs, goals, talents, and interests of their learners.
