Interactive Distance Education: A Cognitive Load Perspective

Autor/in	Kalyuga, Slava
Titel	Interactive Distance Education: A Cognitive Load Perspective
Quelle	In: Journal of Computing in Higher Education, 24 (2012) 3, S.182-208 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-012-9060-4
Schlagwörter	Distance Education; Multimedia Instruction; Instructional Design; Cognitive Processes; Difficulty Level; Interaction; Educational Theories; Educational Principles; Short Term Memory; Educational Technology; Instructional Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Interaktion; Educational theory; Theory of education; Bildungstheorie; Bildungsprinzip; Kurzzeitgedächtnis; Unterrichtsmedien; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Evidence-based approaches to the design of the next generation of interactive distance education need to take into account established multimedia learning principles. Cognitive load theory is a theory that has significantly contributed to the development of such principles. It has applied our knowledge of major features and processing limitations of human cognitive architecture to enhancing the effectiveness of instructional methods and techniques. The paper describes major assumptions and principles of cognitive load theory followed by its general recommendations for instructional methods and techniques, and then by implications for the design of interactive multimedia learning in distance education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10