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Mobility, Data and Learner Agency in Networked Learning pp 103–115Cite as

Understanding and Identifying Cognitive Load in Networked Learning

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Part of the book series: Research in Networked Learning ((RINL))

Abstract

This chapter explores cognitive load theory (CLT) in the context of networked learning (NL). CLT supports NL practitioners’ efforts to understand and eliminate barriers to learning in NL situations. The premise is that by recognising unnecessary cognitive load in NL, educators can improve learners’ abilities to acquire and develop schema and, in doing so, support learning in NL situations. The chapter is structured into three main sections. The first section provides the background to the exploration of CLT in the context of NL. It includes an overview of CLT and its development, an overview of NL and a definition of the problem. The second section explores common features of NL and identifies potential sources of cognitive load in NL situations. It is organised according to the key features of NL ‘architecture’: the learning environment, learning tasks and learner activity. The third section identifies a potential research agenda to guide further explorations of CLT in NL including: research into technical aspects of NL to improve the presentation of information and computer interfaces, research into the use of instructional design techniques sympathetic to CLT and specifically targeting NL and engagement tasks and research to understand learning to learn online in NL from a CLT perspective.

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Author information

Authors and Affiliations

  1. Auckland University of Technology, Auckland, New Zealand

    Benjamin A. Kehrwald

  2. University of Adelaide, Adelaide, SA, Australia

    Brendan P. Bentley

Authors
  1. Benjamin A. Kehrwald
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  2. Brendan P. Bentley
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Editor information

Editors and Affiliations

  1. Department of Design and Communication, University of Southern Denmark, Kolding, Denmark

    Nina Bonderup Dohn

  2. Department of Informatics & Computing, Zagreb University of Applied Sciences, Zagreb, Croatia

    Petar Jandrić

  3. Department of Communication and Psychology, Aalborg University, Aalborg, Denmark

    Thomas Ryberg

  4. Learning, Teaching & Curriculum, University of Wollongong, Wollongong, NSW, Australia

    Maarten de Laat

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Kehrwald, B.A., Bentley, B.P. (2020). Understanding and Identifying Cognitive Load in Networked Learning. In: Dohn, N., Jandrić, P., Ryberg, T., de Laat, M. (eds) Mobility, Data and Learner Agency in Networked Learning. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-36911-8_7

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  • DOI: https://doi.org/10.1007/978-3-030-36911-8_7

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  • Online ISBN: 978-3-030-36911-8

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