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- Title
From Cognitive Load Theory to Collaborative Cognitive Load Theory.
- Authors
Kirschner, Paul A.; Sweller, John; Kirschner, Femke; Zambrano R., Jimmy
- Abstract
Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.
- Subjects
COGNITIVE learning theory; INDIVIDUAL learning accounts; COLLABORATIVE learning; SHORT-term memory; EDUCATIONAL psychology
- Publication
International Journal of Computer-Supported Collaborative Learning, 2018, Vol 13, Issue 2, p213
- ISSN
1556-1607
- Publication type
Article
- DOI
10.1007/s11412-018-9277-y