Applying Collaborative Cognitive Load Theory to Computer-Supported Collaborative Learning: Towards a Research Agenda

Autor/inn/en	Janssen, Jeroen; Kirschner, Paul A.
Titel	Applying Collaborative Cognitive Load Theory to Computer-Supported Collaborative Learning: Towards a Research Agenda
Quelle	In: Educational Technology Research and Development, 68 (2020) 2, S.783-805 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Janssen, Jeroen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09729-5
Schlagwörter	Cooperative Learning; Computer Assisted Instruction; Cognitive Ability; Teaching Methods; Outcomes of Education; Learning Processes; Research Needs; Futures (of Society); Student Characteristics; Information Technology + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Computer based training; Computerunterstützter Unterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Learning process; Lernprozess; Forschungsbedarf; Future; Society; Zukunft; Informationstechnologie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01