From Cognitive Load Theory to Collaborative Cognitive Load Theory

TLDR

Cognitive load theory, rooted in evolutionary educational psychology and the relationship between working memory and long‑term memory, has mainly addressed individual learning and has rarely considered collaborative learning contexts, despite its instructional effects on collaborative efficiency and effectiveness. The paper aims to show how extending cognitive load theory with concepts of collective working memory and transactive activities can illuminate collaborative learning and yield design principles. By incorporating these collaborative concepts into cognitive load theory, the authors provide a framework for analyzing and designing collaborative learning environments.

Abstract

Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.