ERIC Number: EJ830471
Record Type: Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 0
Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning
van Merrienboer, Jeroen J. G.; Sluijsmans, Dominique M. A.
Educational Psychology Review, v21 n1 p55-66 Mar 2009
This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed learning. Learning tasks are defined as containing three elements: learners must (a) "perform" the tasks, (b) "assess" their task performance, and (c) "select" future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and selecting tasks. Moreover, principles to increase germane load, such as high variability and self-explanation prompts, are also applicable to assessment and selection. It is concluded that cognitive load theory and four-component instructional design provide a solid basis for a research program on self-directed learning.
Descriptors: Instructional Design, Learner Controlled Instruction, Theories, Educational Research, Difficulty Level, Cognitive Processes, Learning Strategies, Research Design
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A