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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Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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).”
Background
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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