Handling complexity in learning environments : theory and research /

Saved in:
Bibliographic Details
Corporate Author: European Association for Research on Learning and Instruction.
Other Authors: Elen, Jan., Clark, Richard E. 1940-
Format: eBook
Published: Oxford, UK ; Boston : Elsevier, 2006.
Edition:1st ed.
Series:Advances in learning and instruction series.
Online Access:Available via EBSCO eBook Collection
Tags: Add Tag
No Tags, Be the first to tag this record!
Table of Contents:
  • Cover
  • Handling Complexity in Learning Environments: Theory and Research
  • Contents
  • List of Figures
  • List of Tables
  • Contributors
  • Preface
  • Introduction
  • Setting the Scene: Complexity and Learning Environments
  • Complexity
  • Complexity and Learning Environments
  • Structure of the Book
  • References
  • How the Human Cognitive System Deals with Complexity
  • Introduction
  • Defining and Measuring Complexity within a Cognitive Load Theory Framework
  • How Human Cognitive Architecture Evolved to Handle Complexity
  • Instructional Implications
  • Conclusions
  • References
  • Motivational Challenges Experienced in Highly Complex Learning Environments
  • Introduction
  • Task Complexity and Motivation
  • Conclusion
  • References
  • Mental Models and Complex Problem Solving: Instructional Effects
  • Introduction
  • Information Processing and Mental Models
  • Problem-Solving in Complex Systems
  • Model-Oriented Learning and Instruction
  • Lessons Learned from Research
  • References
  • The Social Complexity in Establishing and Sharing Information Resources
  • Introduction
  • Three Examples of Collaboratively Establishing and Sharing Information Resources
  • Theoretical Framework
  • An Experimental Approach for Investigating the Establishment of a Shared Information Pool
  • Experimental Results Revealing the Interplay of the Effects of Benefits, Costs and Metaknowledge
  • Discussion
  • References
  • The Culture of the Mathematics Classroom: A Complex Determinant of Students' Learning
  • Changing Theoretical Perspectives on Mathematics Education
  • Mathematics as a Cultural Activity
  • The Mathematics Classroom
  • The Explanatory Power of the Culture of the Mathematics Classroom
  • Conclusion and Discussion
  • References
  • Scaffolds for Scientific Discovery Learning
  • Introduction
  • Inquiry Processes
  • Cognitive Scaffolds for Orientation, Hypothesis Generation, and Conclusion
  • Cognitive Scaffolds for Experimentation
  • Cognitive Scaffolds for Regulation of the Inquiry Process
  • Cognitive Scaffolds for Evaluation
  • Discussion
  • References
  • Coping with Complexity in Multimedia Learning
  • Introduction
  • Managing Essential Processing by Managing Complexity
  • Reducing Extraneous Processing by Reducing Complexity
  • Signaling
  • Summary
  • References
  • Collaboration Load
  • Introduction
  • Cognitive Load and Learning
  • What Constitutes Collaboration Load?
  • Do Computerized Environments Influence Collaboration Load?
  • How Can CSCL Designers Tune Collaboration Load?
  • Conclusion: Group Cognitive Load
  • Acknowledgements
  • References
  • Balancing Support for Student Learning
  • Introduction
  • A Model of Balancing Support to Student Learning
  • The Case of New Learning: Secondary School Reforms in the Netherlands
  • Discussion and Conclusions
  • References
  • The Use of Instructional Interventions: Lean Learning Environments as a Solution for a Design Problem
  • Introduction
  • Conceptual Clarifications
  • Different Positions
  • The Lack of Adequate Use of Instructional Interventions: When Is it a Problem, Who Is to Blame, and What Can Be Done?
  • Design Implications
  • Instructional Motivation and Knowledgeability
  • Suggested Solutions
  • Discussion and Conclusions
  • References
  • Performance Assessment and Learni.