Expert and Novice Performance in a Hypermedia Learning Environment for Classroom Observation Skills: The Impact of Prior Teaching Experience

Abstract

This study examined the process and outcomes of novice and expert teachers who learned a classroom observation coding system through a hypermedia learning environment. The training program was designed as a modular, skills-based approach following the stages of learning model. It allowed users nonlinear and user-controlled access to tutorials, guided practice, and multiple classroom situations for independent practice. Outcome measures included: 1) a coding test to assess knowledge of the behavioral codes and procedures, and 2) a reliability test to access proficiency with the code and routines under rigorous, timed conditions. It was found that novice teachers outperformed expert teachers in learning and using their observation skills. Implications focus on a discussion of the differences in observational experiences by novice and expert teachers which may form biases and the importance for hypermedia developers to consider the accuracy and adequacy of prior knowledge to help users assimilate new information and skills.