From Cognitive Load Theory to Collaborative Cognitive Load Theory
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Date
2018-04-25
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Computer-Supported Collaborative Learning
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.
Description
Keywords
Cognitive load, Collaborative learning, Collaborative cognitive, Load theory, Transactive activities, Computer supported, Supported