Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

Abstract

Research on computer-supported collaborative learning (CSCL) has traditionally investigated how student-, group-, task-, and technological characteristics affect the processes and outcomes of collaboration. On the other hand, cognitive load theory has traditionally been used to study individual learning processes and to investigate instructional effects that are present during individual learning (e.g., expertise reversal effect). In this contribution we will argue that cognitive load theory can be applied to CSCL. By incorporating concepts such as collective working memory (i.e., individuals share the burden of information processing), mutual cognitive interdependence (i.e., individuals learn about each other's expertise and become dependent on their partners' expertise), and transaction costs (i.e., the burden placed on individuals working memory capacity when communicating and coordinating collaborative activities), collaborative cognitive load theory (CCLT) can be used to formulate testable hypotheses for pressing issues in CSCL research. The aim of this paper is to develop a research agenda to guide future CSCL research from a CCLT perspective. We highlight how variables associated with student-, group-, task-, and technological characteristics may be investigated using CCLT. We also address important steps CSCL research needs to make with respect to the measurement of variables and the methodologies used to analyze data. Keywords Computer-supported collaborative learning • Cognitive load • Transactive activities • Collective working memory Research on Computer-Supported Collaborative Learning (CSCL) has a long tradition. Since the 1990s, theorists, researchers, and practitioners have investigated the possible affordances provided by technological artefacts that can give rise to or enable collaboration at a distance between group members (Silverman 1995). This has led to a rich * Jeroen Janssen

Individual preparation for collaborative learning: Systematic review and synthesis

“…It is considered a core process of successful collaborative learning (Chi & Wylie, 2014;. On one hand, referencing is the central prerequisite for using co-learners externalizations as learning resources in addition to the instructional material and, thus, to exploit the potential benefits of collaboration for one's own retrieval and inferencing (Janssen & Kirschner, 2020;Kirschner et al, 2018;Wegner, 1987). On the other hand, referencing is associated with transaction costs, that is, the efforts necessary to establish and maintain coordination and communication with other co-learners (Janssen et al, 2010).…”

“…On the other hand, referencing is associated with transaction costs, that is, the efforts necessary to establish and maintain coordination and communication with other co-learners (Janssen et al, 2010). Thus, the transaction costs which need to be invested in the service of referencing also consume working memory resources, leaving less capacity for processing the instructional material (Janssen & Kirschner, 2020;Kirschner et al, 2018).…”

“…Hence, learners often struggle with the interactive activity subtask of referencing. To account for these findings, facilitators and barriers of referencing are claimed and investigated (e.g., Janssen & Kirschner, 2020).…”

“…Hence, collaborative learning settings offer the potential benefit of using co-learners as additional learning resources. However, these co-learners also impose cognitive costs in terms of complex coordination demands (Janssen & Kirschner, 2020;Nokes-Malach et al, 2015). Accordingly, learners are often not spontaneously engaged in interactive activities when they collaborate without support (Bromme et al, 2005;Jeong & Hmelo-Silver, 2016;Kirschner & Erkens, 2013;Menekse & Chi, 2019).…”

“…Please note that these subtasks are not unrelated to each other: Retrieving associated knowledge to process external information in working memory is a prerequisite for inferencing (Chi et al, 2018;Cress & Kimmerle, 2008;Jorczak, 2011). Further, referencing can facilitate retrieval and inferencing (Janssen & Kirschner, 2020;Wegner, 1987). In contrast to the subtasks of retrieval and inferencing, the subtask of referencing can only be performed in collaborative learning.…”