Knowledge elaboration: A cognitive load perspective Kalyuga, Slava en_US 2021-11-25T17:14:42Z 2021-11-25T17:14:42Z 2009 en_US
dc.description.abstract The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner`s LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments. en_US
dc.identifier.issn 0959-4752 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.subject.other Adaptive learning environments en_US
dc.subject.other Cognitive load theory en_US
dc.subject.other Executive guidance en_US
dc.subject.other Metacognition en_US
dc.title Knowledge elaboration: A cognitive load perspective en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Learning and Instruction en_US
unsw.relation.ispartofpagefrompageto 402-410 en_US
unsw.relation.ispartofvolume 19 en_US
unsw.relation.originalPublicationAffiliation Kalyuga, Slava, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
Resource type