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


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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

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Publication's profile

Status of publication Published
Affiliation WU
Type of publication Paper presented at an academic conference or symposium
Language English
Title A Cognitive Load Theory Perspective on Collaborative Learning and Student Performance
Event EIBA 2019
Year 2019
Date 13.12.-15.12.
Country United Kingdom
Location Leeds
URL https://eiba2019.eiba.org/

Associations

People
Lindner, Thomas (Details)
Organization
International Business (Details)
Research areas (ÖSTAT Classification 'Statistik Austria')
5300 Economics (Details)
5307 Business and management economics (Details)
5337 World trade science (Details)
5344 Foreign trade (Details)
5358 Corporate finances (Details)
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