From Cognitive Load Theory to Collaborative Cognitive Load Theory

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dc.contributor.authorZambrano, Jimmy
dc.contributor.authorKirschner, Paul
dc.contributor.authorSweller, John
dc.contributor.authorKirschner, Femke
dc.date.accessioned2019-11-28T22:10:19Z
dc.date.available2019-11-28T22:10:19Z
dc.date.issued2018-04-25
dc.description.abstractCognitive 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.en_US
dc.identifier.issn1556-1615
dc.identifier.urihttp://dspace.uhemisferios.edu.ec:8080/xmlui/handle/123456789/979
dc.language.isoenen_US
dc.publisherInternational Journal of Computer-Supported Collaborative Learningen_US
dc.subjectCognitive loaden_US
dc.subjectCollaborative learningen_US
dc.subjectCollaborative cognitiveen_US
dc.subjectLoad theoryen_US
dc.subjectTransactive activitiesen_US
dc.subjectComputer supporteden_US
dc.subjectSupporteden_US
dc.titleFrom Cognitive Load Theory to Collaborative Cognitive Load Theoryen_US
dc.typeArticleen_US
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