During the 1990s, several theorists began to study the cognitive load of novices (those with little or no prior knowledge of the subject matter) during problem solving. Cognitive load theory was applied in several contexts. Based on the results of their research, these authors do not support the idea of allowing novices to interact with ill-structured learning environments. Ill-structured learning environments rely on the learner to discover problem solutions. Jonassen (1997) also suggested that novices be taught with "well-structured" learning environments.