Novices and Experts Require Different Types of Domains | W8 Q2 | Discussion

The distinctions between well- and ill-structured domains and knowledge are important to note because of the implications they have on novice and advanced learners. Shapiro & Niederhauser (2004) discuss how novice learners benefit more from well-defined structures, and more advanced learners benefit more from ill-structured systems. Therefore, teachers must properly evaluate the learner level of their students and use well- and ill-structured systems properly to match the type of learning experiences provided to students’ learner level.

Generally, a novice learner has a small amount of prior knowledge, and may become easily overwhelmed by new information, and therefore benefit from a well-structured presentation of material. While a well-structured domain is generally useful for novice learners, learning experiences must still be properly designed to maximize active engagement, and to avoid the danger of oversimplification which may impede the learning progress of students as they progress (Shapiro & Niederhauser, 2004).

An advanced learner has progressed through the early stages domain learning and has a conceptual base and some amount of prior knowledge on which to build further understandings. At this point ill-structured systems are more effective at building understanding and knowledge. Based upon Cognitive Flexibility Theory, Spiro et al. (1992) argues that advanced concepts are more complex and require learners to encounter the same concepts and ideas from various perspectives in order to gain a more complete understanding of the concept. This requires teachers to use ill-structured domains, such as hypertext environments, which allow the learner to experience concepts from different perspectives.