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Exploration of The Self-Directed Internal Management of Cognitive Load on Computer-Supported Collaborative Learning
PROCEEDINGS

, , National Chiao-Tung University, Taiwan

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Using Cognitive Load Theory (CLT) as the measurement of accessibility to the instructional design has become a trend in the field of computer-supported collaborative learning (CSCL). However, the deficit of the theoretic model of CLT lies in the shortage of self-directed, active internal management of Intrinsic Cognitive Load, contrasted with a completed external management concept. This paper aims to complete the model by showing that students of CSCL can actively modify their learning strategies according to the difficulty level of the assignments given and actively cope with their rising Cognitive Load. The implementation of this study provides a novel principle to the design of CSCL.

Citation

Chou, Y.J. & Tsai, C.C. (2005). Exploration of The Self-Directed Internal Management of Cognitive Load on Computer-Supported Collaborative Learning. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1983-1988). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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