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Instructional Guidance - A Cognitive Load Perspective (Hardcover)
Loot Price: R3,097
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Instructional Guidance - A Cognitive Load Perspective (Hardcover)
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The book explores a cognitive load perspective on instructional
guidance. Cognitive load theory is focused on instructional design
implications and prescriptions that flow from human cognitive
architecture, and it has become one of the leading theories of
instructional design. According to this theoretical perspective,
the purpose of instructional guidance is to reduce learner
potential cognitive overload by providing appropriate information
in the right time and in a suitable format. As the learner's level
of prior knowledge is considered as the main factor influencing
this decision, the effect of learner prior knowledge on
effectiveness of instructional methods (the expertise reversal
effect in cognitive load theory) provides the basic framework for
the book. The fully-guided direct instruction and minimally-guided
inquiry (discovery or exploratory) learning are often discussed in
instructional psychology literature as examples of approaches with
opposed degrees of guidance provided to the learners. This book
considers the whole range of the levels of guidance (including
intermediate levels) and approaches the problem of balancing
learner guidance from a cognitive load perspective. The
significance of this approach is in applying our current knowledge
of human cognitive architecture to develop an integrated
instructional approach bringing together the best features and
advantages of direct instruction and inquiry learning. Both direct
instruction and inquiry learning approaches have been around for
long time, and their proponents can produce evidence of their
effectiveness. This evidence needs to be treated within the context
of appropriate learning goals in specific instructional settings
for specific types of learners. This book provides an unbiased
theoretical framework for managing learner instructional guidance
and working principles for selecting appropriate levels and methods
of instructional guidance (e.g., sequences of exploratory problems
and explicit instruction; forms and levels of embedded guidance;
and adapting methodologies) optimal for learners at different
levels of prior knowledge.
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