Blueprints for complex learning: The 4C/ID-model

By J. V. van Merriënboer, Richard E. Clark, M. D. Croock. 2002

684 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/07c26114e4c049db31b9e0a0ae50cefbe08ea81d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. David F. Feldon
2. Ihsan A. Elkhider
3. Mohammed K. Khalil
4. J. V. van Merriënboer

In Developmental and Educational Psychology

1. J. V. van Merriënboer
2. John Sweller
3. David F. Feldon
4. Ihsan A. Elkhider
5. Mohammed K. Khalil
6. Dominique Sluijsmans
7. Fred Paas
8. Tamara van Gog

In Education

1. J. V. van Merriënboer
2. David F. Feldon
3. Dominique Sluijsmans
4. John Sweller
5. Ihsan A. Elkhider
6. Mohammed K. Khalil
7. Eva L. Baker
8. Fred Paas

Citations in the corpus

• Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning (2009, background): “Van Merriënboer’s 4C/ID-model (van Merriënboer et al. 1992; van Merriënboer 1997; van Merriënboer et al. 2002a; van Merriënboer and Kirschner 2007) is fully consistent with cognitive load theory, although it focuses more on the design of educational programs (i.e., courses and curricula) and less…”
• Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “…assessment and the development of adaptive forms of instruction. van Merriënboer’s four-component instructional design model (4C/ID-model, 1997; van Merriënboer et al., 2002a) includes many instructional methods that were developed in the context of CLT. Recent efforts to further integrate CLT…”
• Applying learning theories and instructional design models for effective instruction. (2016, methodology): “The 4C/ID model (45, 46) mainly deals with complex learning and has four components.”
• Cognitive task analysis (2009, methodology): “…this approach: Integrated Task Analysis Model (ITAM; Redding, 1995; Ryder & Redding, 1993), Guided Experiential Learning (GEL; Clark, 2004, 2006), and the Four Component Instructional Design system (4C/ID; van Merriënboer, 1997; van Merriënboer et al., 2002; van Merriënboer & Kirschner, in press).”
• Classification of learning outcomes: evidence from the computer games literature (2005, background): “With respect to scaffolding, while there are a number of definitions (e.g. van Merrienboer et al., 2002, 2003; Chalmers, 2003), what they all have in common is that scaffolding is an instructional method that provides support during learning by reducing cognitive load.”
• Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “5 Integrating all of these components into instruction enables learners to most efficiently and effectively reach expert levels of performance ( R. E. Clark & Estes, 1996 ; Feldon & Clark, 2006 ; van Merrienboer, Clark, & de Croock, 2002 ).”