The interplay between self-regulation in learning and cognitive load
Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Seufert, Tina [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2018transfer abstract |
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| Schlagwörter: |
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| Umfang: |
14 |
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| Übergeordnetes Werk: |
Enthalten in: Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents - Hołda, Mateusz K. ELSEVIER, 2017, Amsterdam [u.a.] |
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| Übergeordnetes Werk: |
volume:24 ; year:2018 ; pages:116-129 ; extent:14 |
| Links: |
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| DOI / URN: |
10.1016/j.edurev.2018.03.004 |
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ELV04471114X |
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| 520 | |a Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. | ||
| 520 | |a Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. | ||
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10.1016/j.edurev.2018.03.004 doi GBV00000000000308_01.pica (DE-627)ELV04471114X (ELSEVIER)S1747-938X(18)30170-2 DE-627 ger DE-627 rakwb eng 610 VZ 630 640 610 VZ Seufert, Tina verfasserin aut The interplay between self-regulation in learning and cognitive load 2018transfer abstract 14 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. Measuring cognitive load Elsevier Aptitude-treatment-interactions Elsevier Cognitive load Elsevier Self-regulation Elsevier Enthalten in Elsevier Hołda, Mateusz K. ELSEVIER Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents 2017 Amsterdam [u.a.] (DE-627)ELV020089899 volume:24 year:2018 pages:116-129 extent:14 https://doi.org/10.1016/j.edurev.2018.03.004 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA AR 24 2018 116-129 14 |
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10.1016/j.edurev.2018.03.004 doi GBV00000000000308_01.pica (DE-627)ELV04471114X (ELSEVIER)S1747-938X(18)30170-2 DE-627 ger DE-627 rakwb eng 610 VZ 630 640 610 VZ Seufert, Tina verfasserin aut The interplay between self-regulation in learning and cognitive load 2018transfer abstract 14 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. Measuring cognitive load Elsevier Aptitude-treatment-interactions Elsevier Cognitive load Elsevier Self-regulation Elsevier Enthalten in Elsevier Hołda, Mateusz K. ELSEVIER Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents 2017 Amsterdam [u.a.] (DE-627)ELV020089899 volume:24 year:2018 pages:116-129 extent:14 https://doi.org/10.1016/j.edurev.2018.03.004 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA AR 24 2018 116-129 14 |
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10.1016/j.edurev.2018.03.004 doi GBV00000000000308_01.pica (DE-627)ELV04471114X (ELSEVIER)S1747-938X(18)30170-2 DE-627 ger DE-627 rakwb eng 610 VZ 630 640 610 VZ Seufert, Tina verfasserin aut The interplay between self-regulation in learning and cognitive load 2018transfer abstract 14 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. Measuring cognitive load Elsevier Aptitude-treatment-interactions Elsevier Cognitive load Elsevier Self-regulation Elsevier Enthalten in Elsevier Hołda, Mateusz K. ELSEVIER Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents 2017 Amsterdam [u.a.] (DE-627)ELV020089899 volume:24 year:2018 pages:116-129 extent:14 https://doi.org/10.1016/j.edurev.2018.03.004 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA AR 24 2018 116-129 14 |
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Enthalten in Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents Amsterdam [u.a.] volume:24 year:2018 pages:116-129 extent:14 |
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Enthalten in Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents Amsterdam [u.a.] volume:24 year:2018 pages:116-129 extent:14 |
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Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents |
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Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents |
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The interplay between self-regulation in learning and cognitive load |
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Seufert, Tina |
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Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents |
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Left atrial accessory appendages, diverticula, and left-sided septal pouch in multi-slice computed tomography. Association with atrial fibrillation and cerebrovascular accidents |
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interplay between self-regulation in learning and cognitive load |
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The interplay between self-regulation in learning and cognitive load |
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Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. |
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Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. |
| abstract_unstemmed |
Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load. |
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