ERIC Number: EJ845741
Record Type: Journal
Publication Date: 2009-Oct
Abstractor: As Provided
Reference Count: 27
Explorations of Relationships among Learners, Tasks, and Learning
Goldman, Susan R.
Learning and Instruction, v19 n5 p451-454 Oct 2009
Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kurschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning processes and outcomes. One emergent theme of the papers in this special issue is that the "same" learning environment is differentially demanding and produces different results depending on characteristics of the learners, most importantly their knowledge in the task domain. These findings indicate that to optimize learning outcomes, theories of instructional design and learning need to be more adaptive and reflect the nuances of interactions among learners, tasks, and instructional supports.
Descriptors: Instructional Design, Learning Processes, Difficulty Level, Cognitive Processes, Student Characteristics, Student Evaluation, Evaluation Methods, Educational Environment, Cognitive Ability, Cognitive Measurement, Epistemology
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
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