Expertise reversal effect and its instructional implications: introduction to the special issue

Kalyuga, Slava; Renkl, Alexander

doi:10.1007/s11251-009-9102-0

Cited by 118 publications

(79 citation statements)

References 21 publications

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“…In other words, would male and female students differ in the degree to which learning and transfer (Question 2a) and self-efficacy 1 Note that for students who have some prior knowledge of solving probability calculation problems, examples would lose their effectiveness or may even start to hamper learning compared to practice problem solving (Kalyuga et al 2001; this is an example of the expertise-reversal effect; see Kalyuga et al 2003;Kalyuga and Renkl 2010). and perceived competence (Question 2d) would be enhanced, mental effort invested in the test reduced (Question 2c), and in the degree that students invest mental effort during example study (Question 2b), depending on whether they observed a video modeling example that presented a male or a female model? Based on the model-observer similarity hypothesis, we could expect novice learners to identify more with a same-gender model relative to an opposite-gender one and therefore show cognitive and affective benefits when learning from a same-gender model (Schunk 1987).…”

Section: The Present Studymentioning

confidence: 99%

Learning from video modeling examples: does gender matter?

2015

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Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model's and observer's gender. In a 2 (Model: Female/Male) 9 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers' gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples.

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Section: The Present Studymentioning

confidence: 99%

Learning from video modeling examples: does gender matter?

2015

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“…Worked examples are considered to be mainly effective for novices' learning; for more advanced students an 'expertise reversal effect' (see Kalyuga, 2007;Kalyuga, Ayres, Chandler, & Sweller, 2003;Kalyuga & Renkl, 2010) seems to occur. The expertise reversal effect constitutes ''a reversal in the relative effectiveness of instructional methods as levels of learner knowledge in a domain change'' (Kalyuga & Renkl, 2010, p. 209).…”

Section: Introductionmentioning

confidence: 99%

“…Kalyuga et al demonstrated that instruction consisting of studying worked examples was effective for learners with little -if any -prior knowledge, but lost its effectiveness and even hampered learning for more advanced students who had some prior knowledge. It is assumed that the expertise reversal effect is caused by a 'redundancy effect' (Kalyuga, 2007;Kalyuga & Renkl, 2010;Kalyuga et al, 2003). The redundancy effect has mainly been studied with instructional materials other than worked examples (for a review, see Sweller, 2005;Sweller et al, 1998), and shows that cognitive load is increased and learning is hampered when redundant information has to be processed.…”

Section: Introductionmentioning

confidence: 99%

The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases

Nievelstein

Gog

Dijck

et al. 2013

Contemporary Educational Psychology

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The worked example effect indicates that learning by studying worked examples is more effective than learning by solving the equivalent problems. The expertise reversal effect indicates that this is only the case for novice learners; once prior knowledge of the task is available problem solving becomes more effective for learning. These effects, however, have mainly been studied using highly structured tasks. This study investigated whether they also occur on less structured tasks, in this case, learning to reason about legal cases. Less structured tasks take longer to master, and hence, examples may remain effective for a longer period of time. Novice and advanced law students received either a description of general process steps they should take, worked examples, worked examples including the process steps, or no instructional support for reasoning. Results show that worked examples were more effective for learning than problem-solving, both for novice and advanced students, even though the latter had significantly more prior knowledge. So, a worked example effect was found for both novice and advanced students, and no evidence for an expertise-reversal effect was found with these less structured tasks.

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“…Then, when applying the rubrics, teachers might have encountered redundant, extraneous, or even conflicting information within the rubric. This, in turn, may have caused extensive cognitive load and thus did not benefit or even hindered rubric application (Kalyuga et al, 2003;Kalyuga & Renkl, 2010;Reisslein et al, 2006). In contrast, these rubrics may have provided important scaffolding for non-teachers, for example essential information about OER use and application, which supported non-teachers in completing the evaluation tasks (Kalyuga et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Research within the cognitive load framework has identified the "expertise reversal effect," showing that instructional tools that benefit novices may not necessarily benefit or can even be detrimental to experts (Kalyuga, Ayres, Chandler, & Sweller, 2003;Kalyuga & Renkl, 2010). For example, Reisslein, Atkinson, Seeling, and Reisslein (2006) exposed students to a series of instructional procedures in a computer-based environment and found that detailed instructions with examples were beneficial for inexperienced learners, but less so for experienced learners.…”

Section: User Characteristics Associated With Rubric Usementioning

confidence: 99%

Does audience matter? Comparing teachers’ and non-teachers’ application and perception of quality rubrics for evaluating Open Educational Resources

Yuan

Recker

2018

Education Tech Research Dev

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Abstract:While many rubrics have been developed to guide people in evaluating the quality of Open Educational Resources (OER), few studies have empirically investigated how different people apply and perceive such rubrics. This study examines how participants (22 teachers and 22 non-teachers) applied three quality rubrics (comprised of a total of 17 quality indicators) to evaluate 20 OER, and how they perceived the utility of these rubrics. Results showed that both teachers and non-teachers found some indicators more difficult to apply, and displayed different response styles on different indicators. In addition, teachers gave higher overall ratings to OER, but non-teachers' ratings had generally higher agreement values. Regarding rubric perception, both groups perceived these rubrics as useful in helping them find high-quality OER, but differed in their preferences for quality rubrics and indicators.

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Expertise reversal effect and its instructional implications: introduction to the special issue

Cited by 118 publications

References 21 publications

Learning from video modeling examples: does gender matter?

Learning from video modeling examples: does gender matter?

The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases

Does audience matter? Comparing teachers’ and non-teachers’ application and perception of quality rubrics for evaluating Open Educational Resources

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