Using the "Expert Performance Approach" as a Framework for Improving Understanding of Expert Learning

Autor/inn/en	Williams, A. Mark; Fawver, Bradley; Hodges, Nicola J.
Titel	Using the "Expert Performance Approach" as a Framework for Improving Understanding of Expert Learning
Quelle	In: Frontline Learning Research, 5 (2017) 3, S.64-79 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Expertise; Performance; Individual Differences; Learning Processes; Skill Development; Teaching Methods; Perceptual Development; Cognitive Development; Efficiency + Suchen Sie Ihr Suchwort? Expert appraisal; Achievement; Leistung; Individueller Unterschied; Learning process; Lernprozess; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Wahrnehmungsentwicklung; Kognitive Entwicklung; Effectiveness; Effektivität; Wirkungsgrad
Abstract	The expert performance approach, initially proposed by Ericsson and Smith (1991), is reviewed as a systematic framework for the study of "expert" learning. The need to develop representative tasks to capture learning is discussed, as is the need to employ process-tracing measures during acquisition to examine what actually changes during learning. We recommend the use of realistic retention and transfer tests to infer what has been learned, so that the effects of various interventions on learning may be evaluated. A focus on individual differences in learning within groups of expert performers is considered as a way to identify the characteristics of more efficient and effective learners. The identification and study of expert (or good) learners will enhance our understanding of skill acquisition and how this may be promoted using instructional interventions and practice opportunities. Although these ideas are predicated on our research on perceptual-cognitive expertise in sport, we argue that they have general merit beyond this domain. The challenge for scientists is to generate new knowledge that helps those involved in developing learners who can acquire and refine skills more efficiently and effectively across professional domains. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01