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Cognitive Loads and Training Success in a Video-Based Online Training Course

Stiller, Klaus D. and Köster, Annamaria (2017) Cognitive Loads and Training Success in a Video-Based Online Training Course. The Open Psychology Journal 10 (1), pp. 81-93.

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Date of publication of this fulltext: 25 Jan 2018 14:58

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Other URL: http://doi.org/10.2174/1874350101710010081, https://benthamopen.com/FULLTEXT/TOPSYJ-10-81


Abstract

Background: According to research based on cognitive load theory, the way of presenting information in an instructional environment is essential to the learning outcome. By avoiding unnecessary extraneous load caused by badly designed instructions and other sources, learners are more likely to successfully construct knowledge. In addition, learner characteristics are known to affect ...

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Item type:Article
Date:21 June 2017
Institutions:Psychology and Pedagogy > Institut für Pädagogik > Lehrstuhl für Pädagogik I (Prof. Dr. Klaus-Peter Wild)
Projects:Open Access Publizieren (DFG)
Identification Number:
ValueType
10.2174/1874350101710010081DOI
Keywords:Online training, Computer attitude, Computer anxiety, Prior knowledge, Online learning experience, Cognitive load.
Dewey Decimal Classification:100 Philosophy & psychology > 150 Psychology
Status:Published
Refereed:Yes, this version has been refereed
Created at the University of Regensburg:Yes
Item ID:36586
Owner only: item control page

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