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Using cognitive strategies overcomes cognitive load in online learning environments
16 references·3 citing·42 second hop
Using cognitive strategies overcomes cognitive load in online learning environments (2020)Using cognitive strategies overcomes cogn…Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review (2015)Self-regulated learning strat…Online instruction, e-learning, and student satisfaction: A three year study (2014)Online instruction, e-learnin…Development of an instrument for measuring different types of cognitive load (2013)Development of an instrument …Motivation and Self-Regulated Learning (2012)Motivation and Self-Regulated…Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? (2009)Explaining the split-attentio…Cognitive load theory, educational research, and instructional design: some food for thought (2009)Cognitive load theory, educat…Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive load theory in heal…Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses (2008)Online Technologies Self-Effi…Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Investigating Self-Regulation…Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005)Using Hypermedia as a Metacog…Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies (2005)Studying in higher education:…Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Nine Ways to Reduce Cognitive…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) (1993)Reliability and Predictive Va…Motivated Strategies for Learning Questionnaire (1990)Motivated Strategies for Lear…Construct validation of a strategy model of student self-regulated learning. (1988)Construct validation of a str…AI Eye-Tracking Technology: A New Era in Managing Cognitive Loads for Online Learners (2024)AI Eye-Tracking Technology: A…From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic (2023)From face-to-face to online: …Design and effects of the teacher-student interaction model in the online learning spaces (2022)Design and effects of the tea…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014)Reconsidering Fidelity in Simulation-Based Training (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research (1988)Cognitive Load Theory and Instructional Design: Recent Developments (2003)Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load (2017)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)The Challenges of Online Learning: Supporting and Engaging the Isolated Learner (2017)Mapping research in student engagement and educational technology in higher education: a systematic evidence map (2020)Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. (1981)Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. (1983)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Motivational and self-regulated learning components of classroom academic performance. (1990)Becoming a Self-Regulated Learner: An Overview (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Teaching Learning Strategies (1985)Handbook of research on teaching (1986)Structural Equation Modeling with LISREL: Essentials and Advances. (1990)Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)Attaining Self-Regulation (2000)The Role of Goal Orientation in Self-Regulated Learning (2000)The Power of Feedback (2007)Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011)Mental Representations: A Dual Coding Approach (1986)Multimedia Learning (2002)Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Handbook of Educational Psychology (2013)Cognitive Theory of Multimedia Learning (2014)How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. (2013)Handbook of Self-Regulation of Learning and Performance (2017)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content (2016)Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021)
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References

  • 1998Cognitive Architecture and Instructional Design6,167 cited
  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,353 cited
  • 2008Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects4,286 cited
  • 1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)3,910 cited
  • 2015Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review2,225 cited
  • 2009Cognitive load theory in health professional education: design principles and strategies1,552 cited
  • 2009Cognitive load theory, educational research, and instructional design: some food for thought1,256 cited
  • 2012Motivation and Self-Regulated Learning1,184 cited
  • 1988Construct validation of a strategy model of student self-regulated learning.1,174 cited
  • 2013Development of an instrument for measuring different types of cognitive load1,128 cited
  • 2005Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning671 cited
  • 2008Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses468 cited
  • 2014Online instruction, e-learning, and student satisfaction: A three year study440 cited

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2009
Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?
439 cited
  • 2005Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies436 cited
  • 1990Motivated Strategies for Learning Questionnaire399 cited
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    • 2023From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic48 cited
    • 2022Design and effects of the teacher-student interaction model in the online learning spaces44 cited
    • 2024AI Eye-Tracking Technology: A New Era in Managing Cognitive Loads for Online Learners37 cited