Technological barriers to learning : designing hybrid pedagogy to minimise cognitive load and maximise understanding
Bahr, Nan & Bahr, Mark (2008) Technological barriers to learning : designing hybrid pedagogy to minimise cognitive load and maximise understanding. In Ng, Chi-Hung & Renshaw, Peter D. (Eds.) Reforming Learning. Springer, Netherlands, pp. 87-107.
|Published Version (PDF 1MB) |
Administrators only | Request a copy from author
Information and Communication Technologies (ICTs) provide great promise for the future of education. In the Asia-Pacific region, many nations have started working towards the comprehensive development of infrastructure to enable the development of strong networked educational systems. In Queensland there have been significant initiatives in the past decade to support the integration of technology in classrooms and to set the conditions for the enhancement of teaching and learning with technology. One of the great challenges is to develop our classrooms to make the most of these technologies for the benefit of student learning. Recent research and theory into cognitive load, suggests that complex information environments may well impose a barrier on student learning. Further, it suggests that teachers have the capacity to mitigate against cognitive load through the way they prepare and support students engaging with complex information environments. This chapter compares student learning at different levels of cognitive load to show that learning is enhanced when integrating pedagogies are employed to mitigate against high-load information environments. This suggests that a mature policy framework for ICTs in education needs to consider carefully the development of professional capacities to effectively design and integrate technologies for learning.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Book Chapter|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > OTHER PSYCHOLOGY AND COGNITIVE SCIENCES (179900)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 Springer|
|Deposited On:||27 Aug 2009 12:14|
|Last Modified:||15 Aug 2012 15:08|
Repository Staff Only: item control page