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Should self-regulated learning be integrated with cognitive load theory? A commentary
ARTICLE

, School of Education, Australia ; , Department of Psychology, Education and Child Studies

Learning and Instruction Volume 51, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Research on either cognitive load theory or self-regulated learning usually proceeds without reference to the other theory. In this commentary, we have commented on the editorial introduction and the six papers included in this Special Issue intended to indicate possible links between the two theories. To assist in this process, we have analysed some of the characteristics of both theories that either facilitate or impede the establishment of links. We conclude that while links are possible, the many differences between the theories present considerable barriers that will need to be overcome.

Citation

Sweller, J. & Paas, F. (2017). Should self-regulated learning be integrated with cognitive load theory? A commentary. Learning and Instruction, 51(1), 85-89. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.05.005

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