Maximizing learning using cognitive load theory

Authors

  • Robert Bledsoe
  • Deborah Richardson

DOI:

https://doi.org/10.16906/lt-eth.v2i2.121

Abstract

This article describes how limitations of the human information processing system impact learning, and proposes that cognitive load theory (CLT) deserves more attention in educational development as a tool to respond to challenges posed by these limitations. Furthermore, we suggest that CLT can be used categorize and explain the effectiveness of many evidence- based teaching practices currently in use.

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Published

2020-12-09

Issue

Vol. 2 No. 2 (2020): Special issue: ICED 2020 proceedings

Section

Articles

License

Copyright (c) 2020 Robert Bledsoe, Deborah Richardson

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY-NC-ND) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.