Contributions of Recent Cognitive Approaches to Research on E-Learning

• OSHIMA Jun

  SHIZUOUKNAIV ERSITY

Bibliographic Information

Other Title

• 最近の認知研究からみたe-ラーニングの可能性
• サイキン ノ ニンチ ケンキュウ カラ ミタ e ラーニング ノ カノウセイ

Abstract

The present paper reviews 2 cognitive approaches to research on e-learning. One theme has to do with learning strategies in relation to self-regulated learning in e-learning environments. Findings from that type of research provide rich insights into how to scaffold learning activities so as to lead learners to improved performance. The second theme has to do with cognitive load theory, dealing with cognitive constraints existing in human cognitive architecture. Findings from this latter type of research suggest how it might be possible to overcome cognitive overload when learners face difficult task requirements. The present article also discusses disciplines that might support learners' activities in e-learning environments and issues for future research.

Journal

• The Annual Report of Educational Psychology in Japan

  The Annual Report of Educational Psychology in Japan 47 (0), 178-187, 2008

  The Japanese Association of Educational Psychology

Keywords

• e-learning
• cognitive psychology
• learning models
• self-regulated learning
• cognitive load theory

Details

• CRID: 1390282680435127552
• NII Article ID: 110006666166
• NII Book ID: AN00057901
• DOI: 10.5926/arepj1962.47.0_178
• NDL BIB ID: 9504499
• ISSN: 04529650
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I9504499
• Web Site: http://dl.ndl.go.jp/info:ndljp/pid/10630545
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • Crossref
  • NDL-Digital
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed