You are here:

Cognitive Load Considerations for Scaffolding in Computer-Based Collaborative Learning Environments
PROCEEDINGS

, Florida State University, United States

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper argues for including cognitive load considerations when assessing the respective merits of scaffolding strategies in computer-based collaborative learning (CBCL) environments. Reducing extraneous cognitive load, addressing intrinsic load differences among learners of varying skill levels, and increasing germane load to promote schema construction and automation are key instructional design considerations according to cognitive load theory. Together with such design considerations as aligned cognitive support, adapting and fading, problematizing, ongoing dividends, and motivational support, cognitive load considerations can be incorporated into a scaffolding efficacy rubric to reveal the potential merits and deficiencies of different forms of scaffolding in CBCL environments.

Citation

Slabon, W. (2006). Cognitive Load Considerations for Scaffolding in Computer-Based Collaborative Learning Environments. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1317-1324). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References