Knowledge elaboration: A cognitive load perspective

Kalyuga, Slava

doi:10.1016/j.learninstruc.2009.02.003

Cited by 157 publications

(135 citation statements)

References 47 publications

(50 reference statements)

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“…High levels of prior knowledge imply that schemas are readily available in long-term memory and these schemas serve as advance organisers that help to interpret sensory information and link it to the existing schema (Valcke 2002). The available schemas thus provide executive guidance to the selection and processing of incoming information and thereby assist learners in their organisation of the learning activity (Kalyuga 2009). …”

Section: Discussionmentioning

confidence: 99%

Learners’ perceived information overload in online learning via computer-mediated communication

Chen¹,

Pedersen²,

Murphy³

2011

Research in Learning Technology

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Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students from two online courses in the United States. Their learning experiences in both online discussions and on the course website were explored through semi-structured interviews. They also completed a background questionnaire that assessed three constructs that limit learner readiness and are likely to lead to online students' perceived information overload: inadequate prior knowledge, inadequate English proficiency, and lack of technical skills for participating in computer-mediated communications. The findings suggest that varied learner characteristics led some students to be more susceptible than others to information overload. Emerging data-driven risk factors were: lack of efficiency in reading from computer screens, visual and auditory learning preferences, and time constraints. Difficulties associated with students' perceptions of information overload are addressed and implications for course design are offered.Keywords: information overload; computer-mediated communication; cognitive load theory; online discussion Introduction With increases in Internet communication technologies, online learning has grown rapidly through the use of computer-mediated communication (CMC). CMC uses telecommunication technologies such as email, real-time chat, computer conferencing/online discussion systems, and online databases to support human communication between spatially separated learners (Jonassen et al. 1995). Although CMC can support teaching and learning by making information and communication easily accessible via computer networks, one of the main problems caused by the medium is information overload (IO) (Burge 1994;Eastmond 1995;Harasim 1987;Kear and Heap, 2007;Paulo 1999;Vonderwell and Zachariah 2005). IO becomes a problem when students simultaneously face having to acquire the technical skills necessary to participate in CMC and manage a large volume of information both on the course website and through computer conferencing (Harasim 1987). Numerous studies have investigated the problem of IO in the disciplines of organisation science, marketing, accounting, management information systems, business management, and psychology (for reviews, see Edmunds and Morris 2000;Eppler and Mengis, 2004;Klausegger, Sinkovics, and Zou 2007). Yet little research has been dedicated to investigating the problem of IO per se in online education as other disciplines have done. This study thus aimed to explore the sources of online students' IO and accordingly offer suggestions for increasing students' cognitive resources for learning. Theoretical frameworkCognitive load theory Cognitive load theory may provide a basis for understanding the concept of IO in this study. The theory consis...

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Section: Discussionmentioning

confidence: 99%

Learners’ perceived information overload in online learning via computer-mediated communication

Chen¹,

Pedersen²,

Murphy³

2011

Research in Learning Technology

View full text Add to dashboard Cite

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“…A second criterion is that whether or not the learner constructs meaning from/with subject-matter depends on the individual learner's cognitive structures. Construction of meaning is not a general or guaranteed consequence of exposure to inherently meaningful content: it requires anchorage in each learner's prior knowledge and while the activation of prior knowledge is not straightforward (Gurlitt & Renkl, 2010), it is the basis for and simultaneously interconnecting and integrating new elements of information (Kalyuga, 2009). To this extent learning is an individual activity (Schneider & Stern, 2010).…”

Section: Bringing Together Transformation Learning Cognition and Mementioning

confidence: 99%

The psychological dimension of transformation in teacher learning

Maclellan

2012

Teaching Education

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Against a background which recognises pedagogical content knowledge as the distinctive element of teacher competence/expertise, this theoretical essay argues for its central construct -that of transformation -to be understood by teachers and teacher-educators in psychological terms (as was originally proposed by Dewey). Transformation requires teachers to fashion disciplinary knowledge such that it is accessible to the learner. It is argued that for transformation to happen, teacher thinking must include a sophisticated grasp of cognition and metacognition if teachers are to be characterised as competent, let alone expert. This article is written within a context of considerable social and academic scrutiny in the United Kingdom of the form and content of professional teacher preparation and development. In recent years the contribution of psychological knowledge to teacher-education has been filtered through procedural lenses of how best to 'manage classrooms', 'assess learning', 'build confidence' or whatever without a matched concern for psychological constructs through which such issues might be interpreted; thus leaving teachers vulnerable in their professional understandings of learning and its complexities. That society now requires high-level cognitive engagement amongst its participants places cognitive and metacognitive demands on teachers which can only be met if they themselves are conceptually equipped.

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“…Jonassen 1999;Kalyuga 2009b;Verhoeven et al 2009). Scientific evidence indicates that when cognitive overload is reduced, the learner's performance and knowledge construction are improved (e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

Noroozi

Busstra

Mulder

et al. 2011

Education Tech Research Dev

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This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM.

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Knowledge elaboration: A cognitive load perspective

Cited by 157 publications

References 47 publications

Learners’ perceived information overload in online learning via computer-mediated communication

Learners’ perceived information overload in online learning via computer-mediated communication

The psychological dimension of transformation in teacher learning

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

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