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Article of Volume 13, Issue 2, June 2018

Orchestrating the emergence of conceptual learning: a case study in a geometry class

Authors: Baruch B. Schwarz, Naomi Prusak, Osama Swidan, Adva Livny, Kobi Gal, Avi Segal

Abstract: Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.

Keywords: Orchestration, Adaptive guidance, Learning analytics, Geometry learning

Citation: Schwarz, B.B., Prusak, N., Swidan, O. et al. Intern. J. (2018) Orchestrating the emergence of conceptual learning: a case study in a geometry class. ijcscl 13 (2), pp. 189-211

DOI: 10.1007/s11412-018-9276-z

Preprint: Acrobat-PDF schwarz_prusak_swidan_livny_gal_segal_13_2.pdf

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