Advances in Cognitive Load Theory: Rethinking Teaching (Paperback or Softback). Dieser Artikel ist nicht verfügbar.Advances in Cognitive Load Theory: Rethinking Teaching (Paperback or Softback)

This book documents advances in Cognitive Load Theory (CLT) over the past decade, during which it has become one of the major instructional theories based on our knowledge of human cognitive architecture.

Sharon Tindall-Ford is an Associate Professor of Educational Psychology at the University of Wollongong. Her research interests in the area of cognition and instruction have focused on a number of cognitive load effects including the modality effect, worked example effect, imagination effect and self management of cognitive load. She is particularly interested in how these effects are implemented within primary and secondary classrooms.

Shirley Agostinho is an Associate Professor of Educational Technology at the University of Wollongong. Her research focuses on how teachers design and how learners support their own learning using digital technologies. Her interest in cognitive load theory is concerned with how learners can apply cognitive load theory principles to support their learning.

John Sweller is an Emeritus Professor of Educational Psychology at the University of New South Wales. His research is associated with cognitive load theory. The theory is a contributor to research on issues associated with human cognition, its links to evolution by natural selection, and the consequences for instructional design.