Design learner-tailored instructional systems by applying expertise reversal findings¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review recommends using expertise reversal findings as the basis for learner-tailored design: identify the learner's prior knowledge level and select instructional techniques and procedures whose effectiveness is appropriate to that level, since techniques effective for novices reverse in value for more knowledgeable learners. The strategy is grounded in the review's synthesis of empirical findings, their cognitive load interpretation, and the experimental adaptive implementations it surveys.

Design Implications¶

Context¶

Requirements¶

• Assessment of learner prior knowledge or expertise, and a repertoire of instructional techniques whose effectiveness varies with expertise

Constraints¶

• Findings derive from studies reviewed within the cognitive load framework; the review presents implementation as recent experimental attempts

Target Learners¶

• Learners varying in prior knowledge, from novices to more advanced learners

Target Learning Goals¶

• Optimizing instructional effectiveness and efficiency across expertise levels

Affordances¶

• Cognitive Load Explanation Expertise Reversal

Related Strategies¶

Examples¶

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Key Sources¶

• Kalyuga, S. (2007). Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction. Educational Psychology Review, 19, 509–539. https://doi.org/10.1007/s10648-007-9054-3