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Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning

van Merriënboer, Jeroen J. G., Sluijsmans, Dominique M. A.·2009·Educational Psychology Review

DOI 10.1007/s10648-008-9092-5

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“The first concerns the nature of the whole tasks: prevailing models of self-directed learning (e.g., Boekaerts and Cascallar 2006; Butler and Winne 1995; Zimmerman 2002) stress that these tasks should at least evoke the self-regulative processes of monitoring, evaluating, and planning.”
Background
Cognitive Architecture and Instructional Design
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Handbook of Research on Educational Communications and Technology
(2013) · Routledge eBooks · doi:10.4324/9781410609519 · Cited by 2,744
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Handbook of Research on Educational Communications and Technology
Jonassen, D. H., Spector, M. J., Driscoll, M., Merrill, M. D., van Merriënboer, J. J. G., & Driscoll, M. P. (2008) · Routledge eBooks · doi:10.4324/9780203880869 · Cited by 1,692
Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.122 · Cited by 1,198 · cited 2×
“In the context of cognitive load theory and 4C/ID, most research on instructional methods promoting germane cognitive load has been dealing with variability of learning tasks (e.g., Paas and van Merrienboer 1994; Quilici and Mayer 1996) and self-explanation and reflection prompts (e.g., Renkl 1997; Stark et al. 2002;…”
Background
Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_2 · Cited by 857 · cited 1×
“Keywords Cognitive load theory A tendency in modern education is to use rich learning tasks, which are based on real-life situations from daily or professional life, as a basis for complex learning (van Merriënboer 2007; van Merriënboer and Kester 2007; van Merriënboer et al. 2003).”
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Van Merriënboer, J. J. G. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.

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Authors: van Merriënboer, J. J. G., & Sluijsmans, D. M. A.
Affiliations: Open University of the Netherlands (NL)
ORCID: Sluijsmans, Dominique M. A.
Venue: Educational Psychology Review
Publisher: Springer Science and Business Media LLC
Published: 2008-11-13
Volume: 21
Issue: 1
Pages: 55-66
ISSN: 1040-726X (ISSN-L)
1573-336X
DOI: 10.1007/s10648-008-9092-5
OpenAlex: W2067104856
Semantic Scholar: a9b0f8c5d8bdd209b5afc6be39f2190d7135da2c
Cited by: 156
References: 43
Citations by year: 2026: 4 · 2025: 9 · 2024: 7 · 2023: 7 · 2022: 12 · 2021: 8 · 2020: 14 · 2019: 12 · 2018: 9 · 2017: 9 · 2016: 12 · 2015: 5 · 2014: 12 · 2013: 10 · 2012: 11
FWCI: 6.29
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Educational Psychology Review (publishedVersion)
Data Archiving and Networked Services (DANS) (submittedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Online and Blended Learning
Keywords: cognitive load theory, self-directed learning, intrinsic cognitive load, extraneous load, germane load, self-explanation, task assessment, task selection

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Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning

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