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Direct linkvan Gog, Tamara; Ericsson, K. Anders; Rikers, Remy M. J. P.; Paas, Fred – Educational Technology Research and Development, 2005
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the "expertise reversal effect" have begun to stimulate cognitive load theorists to broaden their horizon…
Descriptors: Instructional Design, Advanced Students, Epistemology, Problem Solving
