Alexander Renkl

TL;DR: Cognitive load theory (CLT) is a major theory providing a framework for investigations into cognitive processes and instructional design, and by simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.

TL;DR: Worked examples are instructional devices that provide an expert's problem solution for a learner to study as discussed by the authors, which is a cognitiveexperimental program that has relevance to classroom instruction and the broader educational research community.

TL;DR: The basics of cognitive load theory are described, the origins of the instructional implications are sketched, the articles accepted for this special issue as a representative sample of current research in this area are introduced, and the overall results in the context of the theory are discussed.

TL;DR: Individual differences in learning from worked-out examples with respect to the quality of self-explanations were found to be multidimensional and successful learners tended to employ more prlnciplebased explanations, more explication of operator-goal combinations, and more anticipative reasoning.

TL;DR: In this paper, theoretical analyses of different types of cognitive load and their changes over the stages of skill acquisition are presented, and a fading procedure is proposed to integrate problem-solving elements into example study until the learners are expected to solve problems on their own.