Should self-regulated learning be integrated with cognitive load theory? A commentary

被引：30
作者：
Sweller, John [1 ]
Paas, Fred [2 ,3 ]
机构：
[1] Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia
[2] Erasmus Univ, Dept Psychol Educ & Child Studies, Rotterdam, Netherlands
[3] Univ Wollongong, Early Start Res Inst, Wollongong, NSW, Australia
来源：
LEARNING AND INSTRUCTION | 2017年 / 51卷
关键词：
Cognitive load theory; Self-regulated learning; Linking disparate areas; WORKED EXAMPLE; PERFORMANCE; PERCEPTIONS; DESIGN;
D O I：
10.1016/j.learninstruc.2017.05.005
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Research on either cognitive load theory or self-regulated learning usually proceeds without reference to the other theory. In this commentary, we have commented on the editorial introduction and the six papers included in this Special Issue intended to indicate possible links between the two theories. To assist in this process, we have analysed some of the characteristics of both theories that either facilitate or impede the establishment of links. We conclude that while links are possible, the many differences between the theories present considerable barriers that will need to be overcome. (C) 2017 Elsevier Ltd. All rights reserved.
引用
收藏
页码：85 / 89
页数：5
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