Abstract

Three web-user experts and three novices were observed in a problem-solving context. Their task was to search and evaluate information on the World Wide Web in order to write a research paper about an unfamiliar topic. A cognitive task analysis and verbal protocols were used. Results indicate differences in the ways experts approach and solve problem. These differences were in terms of (a) knowledge base; (b) problem space; (c) strategies; and (d) affect. Novice-expert differences have instructional implications for teachers, Information Technologists and Web site designers.

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