Journal ArticleDOI
Should self-regulated learning be integrated with cognitive load theory? A commentary
John Sweller,Fred Paas,Fred Paas +2 more
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TLDR
This commentary has commented on the editorial introduction and the six papers included in this Special Issue intended to indicate possible links between the two theories and analysed some of the characteristics of both theories that either facilitate or impede the establishment of links.About:
This article is published in Learning and Instruction.The article was published on 2017-10-01. It has received 39 citations till now. The article focuses on the topics: Cognitive load & Self-regulated learning.read more
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Cognitive Architecture and Instructional Design: 20 Years Later
TL;DR: Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture as discussed by the authors, which had a limited impact on the field of instructional design with most instructional design recommendations proceeding as though working memory and long-term memory did not exist.
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Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning
TL;DR: In this paper, the authors present a review of the promotion and use of self-regulation learning strategies and suggest that a range of beliefs about learning and SRL strategies limit the promotion of SRL learning strategies by teachers.
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The interplay between self-regulation in learning and cognitive load
TL;DR: In this paper, the authors analyzed the affordances in different phases of self-regulated learning in terms of intrinsic, extraneous and germane load, and described the interplay between different affordances of selfregulation and learners' resources and aptitudes.
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Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?
TL;DR: The concept of productive failure posits that a problem-solving phase prior to explicit instruction is more effective than explicit instruction followed by problem solving as mentioned in this paper, and this prediction was tested with primary school students learning about light energy efficiency.
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Transfer of metacognitive skills in self-regulated learning: an experimental training study
TL;DR: In this paper, the authors investigated the transfer of metacognitive skills to learning tasks similar to training tasks (near transfer) and found that hybrid training, compared to non-hybrid and control training, improved both students' near and far transfer.
References
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Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
TL;DR: In this paper, the authors discuss cognitive load measurement techniques with regard to their contribution to cognitive load theory (CLT), which is concerned with the design of instructional methods that efficiently use people's limited cognitive processing capacity to apply acquired knowledge and skills to new situations (i.e., transfer).
Book
Cognitive Load Theory
TL;DR: Cognitive load theory uses evolutionary theory to consider human cognitive architecture and uses that architecture to devise novel, instructional procedures to generate instructional procedures, summarized in this chapter.
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Media will never influence learning
TL;DR: The authors discuss the impact of media and attributes of media on learning, motivation and efficiency gains from instruction and respond to Robert Kozma's criticism of my earlier discussion of media effects on instruction.
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Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach.
TL;DR: In this article, the authors studied the effect of cognitive load on the transfer performance of three computer-based training strategies: the conventional, worked, and completion conditions, respectively, emphasizing the solving of conventional problems, the study of worked-out problems, and the completion of partly worked out problems.
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Will media influence learning? Reframing the debate
TL;DR: In this paper, the authors reframed the questions raised by Clark to explore the conditions under which media will influence learning, and examined the implications of this approach for media theory, research and practice.