A Multimedia Learning Theory-Informed Perspective on Self-Regulated Learning

Autor/inn/en	Kuhlmann, Shelbi L.; Bernacki, Matthew L.; Greene, Jeffrey A.
Titel	A Multimedia Learning Theory-Informed Perspective on Self-Regulated Learning
Quelle	In: New Directions for Teaching and Learning, (2023) 174, S.17-23 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.20544
Schlagwörter	Multimedia Instruction; Learning Theories; Learning Strategies; Electronic Learning; College Faculty; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Multimediales Lernen; Learning theory; Lerntheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fakultät; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	The affordances of computer-based learning environments make them powerful tools for conveying information in higher education. However, to most effectively use these environments, students must be adept at self-regulating their learning. This self-regulation is effortful, including a myriad of processes, including defining tasks, making plans, using and monitoring the efficacy of high-quality learning strategies, and reflecting on the learning process and outcomes. Therefore, higher education instructors and course designers should design computer-based learning environments to ease learning and free up mental resources for self-regulation. This chapter describes how design principles from the cognitive theory of multimedia learning can facilitate learning in computer-based learning environments and promote self-regulated learning. Examples of the multimedia, personalization, and generative activity principles are presented to show how the cognitive theory of multimedia learning can guide design and promote students' selection, organization, and integration of content, resulting in better understanding and more mental resources available for self-regulated learning and the deeper learning it can afford. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01