According to the expertise reversal effect described in Chapter 12, instructional designs and techniques that are relatively effective for novice learners can lose their effectiveness and even have negative consequences with increasing levels of expertise. As a result, instructional methods including the amount of instructional guidance provided to learners should be dynamically tailored to changing levels of learner expertise in a particular area or domain.
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Sweller, J., Ayres, P., Kalyuga, S. (2011). The Guidance Fading Effect. In: Cognitive Load Theory. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 1. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-8126-4_13
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