Research on cognitive load theory: Application to e-learning

被引：27
|
作者：
Morrison, Gary R. [1 ]
Anglin, Gary J.
机构：
[1] Old Dominion Univ, Educ Curriculum & Instruct, Norfolk, VA 23529 USA
[2] Univ Kentucky, Educ Curriculum & Instruct, Lexington, KY 40506 USA
来源：
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | 2005年 / 53卷 / 03期
关键词：
D O I：
10.1007/BF02504801
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：94 / 104
页数：11
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