| The studies pertaining to expertise development are diverse and broad (Bjork, 1994; Einstein & McDaniel, 2005; Schneider, Healy, & Bourne, 2002), yet empirical research that bridges expertise development and instructional design theories is still in its early formative stages (Ertmer et al., 2008; Fadde, 2009). This dissertation is intended to identify the instructional principles that are effective in accelerating the performance of Journeymen, considering the significant impact of the Journeyman stage and the need for hastening performance in that stage. To address the learning principles for competent learners, I have conducted a multiple-case study involving eight cases in the fields of law, management consulting, diving and music. Employing within-case, cross-case, and domain-cross analyses, I have come to understand that learning is largely context-specific whereas several principles are operated in common. First and foremost, all Journeymen go through the four-phase learning cycle---(1) development plan, (2) action, (3) reflection-on-action, and (4) remedies. Detailed instructional guidelines were developed in association with the four components for each case. Discussions, implications, and limitations of the study are also addressed. |
