Using cognitive load theory to structure computer-based learning including MOOCs
journal contributionposted on 31.03.2020, 12:18 by Ouhao ChenOuhao Chen, G Woolcott, J Sweller
© 2017 John Wiley & Sons Ltd A massive, open, online course (MOOC) is a form of computer-based learning that offers open access, internet-based education for unlimited numbers of participants. However, the general quality and utility of MOOCs has been criticized. Most MOOCs have been structured with minimal consideration of relevant aspects of human cognitive architecture and instructional design principles. This paper suggests cognitive load theory, with its roots embedded in our knowledge of human cognitive architecture and evolutionary educational psychology, is ideally placed to provide instructional design principles for all forms of computer-based learning, including MOOCs. The paper outlines the theory and indicates instructional design principles that could be used to structure online learning and to provide an appropriate base for instructional design when using computer-based learning.
- Mathematics Education Centre
Published inJournal of Computer Assisted Learning
Pages293 - 305
CitationChen, Ouhao; Woolcott, G; Sweller, J (2017): Using cognitive load theory to structure computer-based learning including MOOCs. Journal of Computer Assisted Learning, 33(4), pp. 293-305.
PublisherWiley Online Library
VersionAM (Accepted Manuscript)
Rights holder© Wiley
Publisher statementThis is the peer reviewed version of the following article: Chen, Ouhao; Woolcott, G; Sweller, J (2017): Using cognitive load theory to structure computer-based learning including MOOCs. Journal of Computer Assisted Learning, 33(4), pp. 293-305, which has been published in final form at https://doi.org/10.1111/jcal.12188. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions
DepositorDr Ouhao Chen Deposit date: 31 March 2020
cognitive load theoryevolutionary educational psychologyhuman cognitive architectureinstructional designMOOCsSocial SciencesEducation & Educational ResearchSPLIT-ATTENTIONWORKING-MEMORYWORKED-EXAMPLEPROGRAMMING INSTRUCTIONMULTIMEDIA INSTRUCTIONELEMENT INTERACTIVITYEXPERTISE REVERSALONLINE COURSESGENERATIONSTRATEGIESEducationOther Information and Computing SciencesSpecialist Studies in EducationCognitive Sciences