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Title:
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WHEN EXPLORATORY LEARNING MAY NOT WORK: A COGNITIVE LOAD PERSPECTIVE |
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Author(s):
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Slava Kalyuga |
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ISBN:
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978-989-8533-04-3 |
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Editors:
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Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2011 |
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Edition:
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Single |
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Keywords:
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Exploratory learning, expertise reversal effect, cognitive load theory, worked examples, ill-structured learning tasks, adaptive instructional guidance |
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Type:
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Full Paper |
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First Page:
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3 |
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Last Page:
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10 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Although exploratory (discovery, problem-based) learning environments have been effective for certain categories of learners and instructional situations, they could also be very cognitively demanding, especially for novice learners. Such forms of instruction may generate a heavy working memory load caused by intensive unguided search processes and result in reduced learning outcomes for these learners. This paper considers this situation from a cognitive load perspective as an example of the expertise reversal effect. It reviews previous studies within this theoretical framework that compared exploratory, problem-based and direct forms of instruction with learners at different levels of prior knowledge. Most of these studies have been conducted in well-defined areas. The paper also provides a summary of recent experiments in ill-structured domains. Implications for the design of efficient learning environments with learner-tailored levels of instructional guidance are discussed in the concluding sections. |
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