Lindner, Thomas. 2019. A Cognitive Load Theory Perspective on Collaborative Learning and Student Performance. EIBA 2019, Leeds, Großbritannien, 13.12.-15.12.

RIS

@CONFERENCE{Lindner2019,
title = {A Cognitive Load Theory Perspective on Collaborative Learning and Student Performance},
author = {Thomas Lindner},
year = {2019},
address = {Leeds},
url = {https://eiba2019.eiba.org/},
language = {EN},
misc = {EIBA 2019},
abstract = {Cooperative learning is a key design element in modern business education. Cognitive Load Theory suggests that the additionalrelated difficulty of managing the social fabric in a student group may interfere with intended positive outcomes of cooperative learning.This study first establishes how students’ learning outcomes depend on how they perform in cooperative learning exercises and howmuch they participate in those exercises. Second, it uses Cognitive Load Theory to explain why these effects are different when thecontent students are expected to master becomes more difficult. It tests the resulting hypotheses on a dataset with 578 observationscollected in the context of a six-module class},
}