For Whom Exploratory Learning May Not Work: Implications of the Expertise Reversal Effect in Cognitive Load Theory

Autor/in	Kalyuga, Slava
Titel	For Whom Exploratory Learning May Not Work: Implications of the Expertise Reversal Effect in Cognitive Load Theory
Quelle	In: Technology, Instruction, Cognition and Learning, 9 (2012) 1-2, S.63-80 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-0182
Schlagwörter	Cognitive Processes; Difficulty Level; Knowledge Level; Instructional Effectiveness; Discovery Learning; Direct Instruction; Educational Environment; Long Term Memory; Short Term Memory; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Wissensbasis; Unterrichtserfolg; Entdeckendes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Langzeitgedächtnis; Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although exploratory (inquiry-based, discovery, problem-based) learning environments have been effective for certain categories of learners and instructional situations, they could also be very cognitively demanding, especially for novice learners. Such forms of instruction may generate a heavy working memory load caused by intensive unguided search processes and result in reduced learning outcomes for these learners. This paper considers this situation as an example of the expertise reversal effect in cognitive load theory. It reviews relevant previous studies within this theoretical framework that compared exploratory and direct forms of instruction with learners at different levels of prior knowledge. Even though most of these studies have been conducted in well-defined areas, a summary of some recent studies in ill-defined domains is also provided. Implications for the design of learning environments with learner-tailored levels of instructional guidance are discussed in the concluding sections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01