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ERIC Number: EJ880293
Record Type: Journal
Publication Date: 2010-May
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0020-4277
Interactions between the Isolated-Interactive Elements Effect and Levels of Learner Expertise: Experimental Evidence from an Accountancy Class
Blayney, Paul; Kalyuga, Slava; Sweller, John
Instructional Science: An International Journal of the Learning Sciences, v38 n3 p277-287 May 2010
This study investigated interactions between the isolated-interactive elements effect and levels of learner expertise with first year undergraduate university accounting students. The isolated-interactive elements effect occurs when learning is facilitated by initially presenting elements of information sequentially in an isolated form rather than in a fully interactive form. The expertise reversal effect occurs when the relevant advantage of one instructional technique over another reverses depending on the learner's level of expertise. The results provided support for the predicted interaction with lower expertise students benefitting from the isolated elements instructional method, while students with more expertise learned more from the interacting elements format.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A