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Interactive Distance Education: A Cognitive Load Perspective
ARTICLE

Journal of Computing in Higher Education Volume 24, Number 3, ISSN 1042-1726

Abstract

Evidence-based approaches to the design of the next generation of interactive distance education need to take into account established multimedia learning principles. Cognitive load theory is a theory that has significantly contributed to the development of such principles. It has applied our knowledge of major features and processing limitations of human cognitive architecture to enhancing the effectiveness of instructional methods and techniques. The paper describes major assumptions and principles of cognitive load theory followed by its general recommendations for instructional methods and techniques, and then by implications for the design of interactive multimedia learning in distance education.

Citation

Kalyuga, S. (2012). Interactive Distance Education: A Cognitive Load Perspective. Journal of Computing in Higher Education, 24(3), 182-208. Retrieved February 29, 2020 from .

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