Efficiency in learning: Evidence-based guidelines to manage cognitive load

Clark, Ruth Colvin; Nguyen, Frank; Sweller, John; Baddeley, Melissa

doi:10.1002/pfi.4930450920

Cited by 415 publications

(550 citation statements)

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“…This article serves as an integration of many of the basic principles of memory retrieval in a manner that will resonate with educational researchers. The emphasis on effectiveness/efficiency and durability of test-enhanced learning fits well with the work of educational psychologists focusing on efficiency in learning and the management of cognitive load during training (Clark et al 2006). This article will be very attractive to the educational researchers focusing on instructional models for the classroom.…”

Section: Rawson and Dunloskymentioning

confidence: 85%

Commentary on the Special Issue

Phye

2012

Educ Psychol Rev

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At the outset, I must confess to being very enthusiastic about the line of research being presented. On a larger scale, I am very pleased to see experimental psychology as conducted by applied cognitive scientists focusing on principles of learning, memory, and cognition that have implications for classroom practice. At the same time, these principles, generally speaking, have been available to classroom teachers in one form or another for some time. The question that I keep asking myself is "what didn't work before, what went wrong?" Why has there been no wide spread adoption of these learning principles by educational professionals?Prior to specific comments about individual contributions, I am going to take the liberty of engaging in some philosophical thoughts. First, I will comment on a couple of metaphors frequently employed by educators when making meaning about educational progress and reform. Second, I will recommend the consideration of "the correspondence principle" as described by Gibson (1994) Metaphors and ModelsWhen educational psychologists discuss the history of implementing educational practices (innovations?) in the classroom, reference is frequently made to "pendulum swings". This metaphor provides discussants with a visual image meant to portray the changes from one theoretical extreme to another that occur in many curriculum content areas. Another way in which educational psychology has characterized change in educational settings is the use of the biological principle of epigenesis. This principle provides the discussants with an image

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Section: Rawson and Dunloskymentioning

confidence: 85%

Commentary on the Special Issue

Phye

2012

Educ Psychol Rev

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“…There are three components of cognitive load: (1) intrinsic load is the core of the problem and is required for understanding and schema development; (2) germane load is that which helps the formation of schemas; and (3) extraneous load is information that is not required for understanding and may actually interfere with learning [33]. The amount of cognitive load depends on three components: (1) learning outcome; (2) learner's prior knowledge; and (3) the learning setting [33].…”

Section: Student Factorsmentioning

confidence: 99%

To Flip or Not to Flip: What Are the Questions?

Simonson

2017

Education Sciences

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Abstract:The flipped classroom has been receiving a lot of press lately as a more desirable way to manage the classroom and help students learn. However, flipping the classroom may not be appropriate for every course or every instructor. There may be a time when other active learning strategies are more appropriate to meet learning outcomes, student needs, and instructor capacity. This manuscript will discuss what flipping is and the decisions that an instructor might consider before flipping their classroom which might also enhance their implementation of this and other teaching strategies. A decision matrix is provided to illustrate this process.

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“…The relationship between working memory and long-term memory is similar to that of RAM and the hard drive in a computer. While in learning mode, working Page 26.483.3 memory does the processing of new information to form knowledge structures called schemas which will be stored in long-term memory later on [8]. Schemas are memory structures that permit us to treat a large number of information elements as though they are a single element.…”

Section: Cognitive Load Theorymentioning

confidence: 99%

“…Many training professionals have adopted the recommendation to design their instruction around the "magical number of 7 plus or minus 2" to avoid overloading their learners [8]. According to this guideline, our cognitive system can only process 7 ± 2 items at one time.…”

Section: Introductionmentioning

confidence: 99%

“…No wonder why students often experience difficulty when learning dynamics. Based on the rule of 7 ± 2, a school of researchers have developed a comprehensive set of instructional principles called Cognitive Load Theory (CLT) [8]. CLT has seen great success in organizational training, but it seems unfamiliar to engineering educators and has little impact on instructional design.…”

Section: Introductionmentioning

confidence: 99%

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