Enhancing Instructional Efficiency of Interactive E-Learning Environments: A Cognitive Load Perspective

Autor/in	Kalyuga, Slava
Titel	Enhancing Instructional Efficiency of Interactive E-Learning Environments: A Cognitive Load Perspective
Quelle	In: Educational Psychology Review, 19 (2007) 3, S.387-399 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-007-9051-6
Schlagwörter	Architecture; Educational Theories; Cognitive Ability; Interaction; Virtual Classrooms; Computer Uses in Education; Instructional Effectiveness; Information Technology + Suchen Sie Ihr Suchwort? Architektur; Educational theory; Theory of education; Bildungstheorie; Denkfähigkeit; Interaktion; Computernutzung; Unterrichtserfolg; Informationstechnologie
Abstract	This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account main features and limitations of our cognitive architecture. The paper provides a brief overview of this architecture and sources of cognitive load, considers their instructional implications for interactive e-learning environments, and analyzes methods for managing cognitive load and enhancing instructional efficiency of such environments. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10