Merriam, Caffarella, and Baumgartner (2007), suggest that perhaps the most fundamental difference between experts and novices is that experts bring more knowledge to solving problems . . . and do so more effectively than novices.”
As we compile theories and acquire more instruments to fill our educational tool chest, we are able to help improve understanding and communications with students. With each class we improve our expertise in education.
According to Merriam et al. (2007), experts learn to perceive problems in ways that enable more effective problem solving. Experts are able to effectively draw from resources and experiences to make wise decisions. Experts learn strategies to organize problem solving that are “optimally suited to problems in a particular domain” (Merriam et al., 2007). (p. 404)
Beware of experts. It is important to be very careful when considering anyone or oneself and expert. Being an expert in one area does not necessarily translate into being an expert in another, no matter what the learner’s motivation or background (Merriam et al., 2007).
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.