The DOI matches its Crossref record; 43 of the 43 references it cites were found in a registry or an index.
Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning
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“Both cognitive load theory and models of self-regulated learning, which deal with learners ' monitoring and control of their learning processes, may be seen as particularly important perspectives for supporting lifelong learners in an information-rich, complex and fast-changing society (van Merriënboer and Sluijsmans 2009).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as van Merriënboer and Sluijsmans 2009
Citations
Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197 · cited 2×
“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.”
BackgroundCognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Self-Regulated Learning and Academic Achievement: An Overview
Zimmerman, B. J. (1990) · Educational Psychologist · doi:10.1207/s15326985ep2501_2 · Cited by 3,687
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Handbook of Research on Educational Communications and Technology
(2013) · Routledge eBooks · doi:10.4324/9781410609519 · Cited by 2,744
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
van Merriënboer, J. J. G., & Sweller, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3951-0 · Cited by 2,206
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
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;…”
BackgroundTaking 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).”
BackgroundBlueprints for complex learning: The 4C/ID-model
van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002) · Educational Technology Research and Development · doi:10.1007/bf02504993 · Cited by 708
Assimilating complex information
Pollock, E., Chandler, P., & Sweller, J. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00016-0 · Cited by 692 · cited 1×
“In this situation, the element interactivity of the task should be reduced by reducing the number of elements and interactions between elements, which must be dealt simultaneously in order to complete the task (Ayres 2006; Pollock et al. 2002; see also van Merriënboer and Sweller 2005).”
BackgroundLearning from worked-out examples: A study on individual differences
RENKL, A. (1997) · Cognitive Science · doi:10.1016/s0364-0213(99)80017-2 · Cited by 679
Trends and Issues in Instructional Design and Technology
Reiser, R. A., Carr‐Chellman, A. A., & Dempsey, J. V. (2024) · Routledge eBooks · doi:10.4324/9781003502302 · Cited by 645
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
Boekaerts, M., & Cascallar, E. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9013-4 · Cited by 583
Lifelong Learning and the New Educational Order
Field, J. (2000) · Medical Entomology and Zoology · Cited by 556
Renkl, A., & Atkinson, R. K. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_3 · Cited by 540 · cited 2×
“In the context of cognitive load theory and 4C/ID, the completion strategy is probably the most familiar example of a highly effective fadingguidance strategy that might be applied within one task class (for an overview, see Renkl and Atkinson 2003).”
MethodPaas, F., Tuovinen, J. E., van Merriënboer, J. J. G., & Aubteen Darabi, A. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504795 · Cited by 401
van Merriënboer, J. J. G., Kester, L., & Paas, F. (2006) · Applied Cognitive Psychology · doi:10.1002/acp.1250 · Cited by 320
Self-citationRole of examples in how students learn to categorize statistics word problems.
Quilici, J. L., & Mayer, R. E. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.144 · Cited by 311
van Merriënboer, J. J. G., Schuurman, J. G., de Croock, M. B. M., & Paas, F. G. W. C. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00020-2 · Cited by 298 · cited 3×
“Van Merriënboer’s 4C/ID-model (van Merriënboer et al. 1992; van Merriënboer 1997; van Merriënboer et al. 2002a; van Merriënboer and Kirschner 2007) is fully consistent with cognitive load theory, although it focuses more on the design of educational programs (i.e., courses and curricula) and less…”
BackgroundPeer Assessment Training in Teacher Education: Effects on performance and perceptions
Sluijsmans, D. M. A., Brand‐Gruwel, S., & van Merriënboer, J. J. G. (2002) · Assessment & Evaluation in Higher Education · doi:10.1080/0260293022000009311 · Cited by 281
Self-citationvan Merriënboer, J. J. G., Jelsma, O., & Paas, F. G. W. C. (1992) · Educational Technology Research and Development · doi:10.1007/bf02297047 · Cited by 265
van Merriënboer, J. J. G. (2007) · Routledge eBooks · doi:10.4324/9781410618054 · Cited by 255
van den Boom, G., Paas, F., van Merriënboer, J. J. G., & van Gog, T. (2004) · Computers in Human Behavior · doi:10.1016/j.chb.2003.10.001 · Cited by 236
van den Boom, G., Paas, F., & van Merriënboer, J. J. G. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.09.003 · Cited by 232
Impact of reducing intrinsic cognitive load on learning in a mathematical domain
Ayres, P. (2006) · Applied Cognitive Psychology · doi:10.1002/acp.1245 · Cited by 212
Peer assessment in problem based learning
Sluijsmans, D. M. A., Moerkerke, G., van Merriënboer, J. J. G., & Dochy, F. J. R. C. (2001) · Studies In Educational Evaluation · doi:10.1016/s0191-491x(01)00019-0 · Cited by 156
Self-citationCorbalan, G., Kester, L., & van Merriënboer, J. J. G. (2008) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.02.003 · Cited by 153
Supervisory support as a major condition to enhance transfer
van der Klink, M., Gielen, E., & Nauta, C. (2001) · International Journal of Training and Development · doi:10.1111/1468-2419.00121 · Cited by 136
Towards a personalized task selection model with shared instructional control
Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2006) · Instructional Science · doi:10.1007/s11251-005-5774-2 · Cited by 134
Training teachers in peer-assessment skills: effects on performance and perceptions
Sluijsmans *, D. M. A., Brand-Gruwel, S., van Merriënboer, J. J. G., & Martens, R. L. (2004) · Innovations in Education and Teaching International · doi:10.1080/1470329032000172720 · Cited by 127
Self-citationConditions and effects of example elaboration
Stark, R., Mandl, H., Gruber, H., & Renkl, A. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00015-9 · Cited by 105
360 Feedback from Another Angle
Bracken, D. W., Timmreck, C. W., Fleenor, J. W., & Summers, L. (2001) · Human Resource Management · doi:10.1002/hrm.4012 · Cited by 100
Sluijsmans, D. M. A., Brand‐Gruwel, S., van Merriënboer, J. J. G., & Bastiaens, T. J. (2002) · Studies In Educational Evaluation · doi:10.1016/s0191-491x(03)90003-4 · Cited by 99
Self-citationKicken, W., Brand‐Gruwel, S., van Merriënboer, J. J. G., & Slot, W. (2008) · Instructional Science · doi:10.1007/s11251-008-9058-5 · Cited by 97
Assessment of learners' organised knowledge structures in adaptive learning environments
Kalyuga, S. (2006) · Applied Cognitive Psychology · doi:10.1002/acp.1249 · Cited by 96
A comparison of approaches to learning task selection in the training of complex cognitive skills
Salden, R., PAAS, F. G. W. C., & van Merriënboer, J. J. G. (2004) · Computers in Human Behavior · doi:10.1016/j.chb.2004.06.003 · Cited by 80
Salden, R., PAAS, F. G. W. C., & van Merriënboer, J. J. G. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.07.007 · Cited by 70
Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2008) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.009 · Cited by 66
Whole-Task Models in Education
van Merriënboer, J. J. G., & Kester, L. (2007) · doi:10.4324/9780203880869.ch35 · Cited by 62
Designing support to facilitate learning in powerful electronic learning environments
Kester, L., Kirschner, P. A., & Corbalan, G. (2006) · Computers in Human Behavior · doi:10.1016/j.chb.2006.10.001 · Cited by 50
Sluijsmans, D. M. A., Straetmans, G., & van Merriënboer, J. J. G. (2008) · Journal of Vocational Education and Training · doi:10.1080/13636820802042438 · Cited by 41
Self-citation
Research works printed but not linked: 1
- Van Merriënboer, J. J. G. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.
Cited by
Sorted by citations
Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337
Cognitive load theory in health professional education: design principles and strategies
Van Merriënboer, J. J. G., & Sweller, J. (2010) · Medical Education · doi:10.1111/j.1365-2923.2009.03498.x · Cited by 1,511
A model for programmatic assessment fit for purpose.
van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.652239 · Cited by 892
Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods
Slavich, G. M., & Zimbardo, P. G. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9199-6 · Cited by 646
The processes and dimensions of informed self-assessment: A conceptual model.
Sargeant, J., Armson, H., Chesluk, B., Dornan, T., Eva, K., Holmboe, E., Lockyer, J., Loney, E., Mann, K., & van der Vleuten, C. (2010) · Academic Medicine · doi:10.1097/acm.0b013e3181d85a4e · Cited by 318
Metadata
- Authors
- van Merriënboer, J. J. G., & Sluijsmans, D. M. A.
- Affiliations
- Open University of the Netherlands (NL)
- Venue
- Educational Psychology Review
- Published
- 2008-11-13
- Volume
- 21
- Issue
- 1
- Pages
- 55-66
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- 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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