Research on Cognitive Load Theory: Application to E-Learning
ARTICLE
Gary R. Morrison, Gary J. Anglin
Educational Technology Research and Development Volume 53, Number 3, ISSN 1042-1629
Abstract
The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations for e-learning.
Citation
Morrison, G.R. & Anglin, G.J. (2005). Research on Cognitive Load Theory: Application to E-Learning. Educational Technology Research and Development, 53(3), 94-104. Retrieved March 19, 2024 from https://www.learntechlib.org/p/67577/.
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Cited By
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The Impact of E-learning in Small and Medium-sized Hospitality and Tourism Enterprises
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Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1574–1579
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The Potential and Limitations of Teaching and Learning in an e-Learning 2.0 Environment from a Cognitive Load Perspective
Judy Lambert, The University of Toledo, United States; Lisa Kidd, Bowling Green State University, United States
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