A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks

By Femke C. Kirschner, Fred Paas, Paul A. Kirschner. 2009

479 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/721a8bdbde2c429b26f709fdacde23bc2017cff8

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “It must be noted, however, that not all studies have found positive effects for collaboration (e.g., Andersson and Rönnberg 1995; Kirschner et al. 2009c; Meudell et al. 1992).”
Integrating cognitive load theory and concepts of human-computer interaction (2010, unknown): “Three publications dealt with cooperative learning, (Kiili, 2006; Kirschner et al., 2009a, 2009b; Lyons, Lee, Quintana, & Soloway, 2006).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “…impose less cognitive load on individual learners than problem solving, the learning task can easily be performed by the individual, whereas problem solving imposes higher cognitive load, which can be shared by group members in collaborative learning situations (see also Kirschner et al. 2009).”
Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning (2016, background): “…self-pacing or segmenting of learning [8,9] • To promote self-guided or “discovery” learning [10, 11] • For collaborative and cooperative learning [12,13,14] • To facilitate student-centered, active learning [15,16,17] When technology is used to remodel learning routines, cognitive processes,…”
The impact of augmented reality on cognitive load and performance: A systematic review (2021, background): “In terms of collaborative learning, it is stated that individual working memory limitations can be overcome through a collective working memory effect (Janssen et al., 2010; Kirschner et al., 2009a, 2009b, 2011).”
Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010, background): “The second article by Janssen et al. (this issue) builds on a recent line of CLT research that recognizes collaborative learning as an alternative way of overcoming individual WM limitations (F. Kirschner et al. 2009a, b).”
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “Human cognitive architecture can be specified using similar structures and functions to biological evolution.”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “The cognitive resources of several learners can share the burden of the load (Kirschner et al. 2009).”
When Is It Better to Learn Together? Insights from Research on Collaborative Learning (2015, methodology): “The two collective knowledge benefits of shared knowledge and complementary knowledge relate to a third mechanism of increasing working memory resources (Kirschner et al. 2009a).”
Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect (2011, methodology): “…in a group was higher than the efficiency of learning individually when learning from high-complexity tasks, but not when learning from low-complexity tasks was also found in F. Kirschner et al. (2009c), although they used a different domain (i.e., mathematics) and the participants were younger.”