The cognitive demands of student-centered, web-based multimedia: Current and emerging perspectives
Abstract
This chapter examines the cognitive demands of student-centered learning from, and with, Web-based multimedia. In contrast to externally-structured directed learning, during the student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. These tasks can be particularly challenging in learning from the World Wide Web, where billions of resources address a variety of needs. The individual, in effect, must identify which tools and resources are available and appropriate, how to assemble them, and how to manage the process to support unique learning goals. We briefly analyze the applicability of current cognitive principles to learning from Web-based multimedia, review and critically analyze research and practice specific to student-centered learning from Web-based multimedia, and describe implications for research. © 2009, IGI Global.
Publication Title
Cognitive Effects of Multimedia Learning
Recommended Citation
Hannafin, M., West, R., & Shepherd, C. (2008). The cognitive demands of student-centered, web-based multimedia: Current and emerging perspectives. Cognitive Effects of Multimedia Learning, 194-216. https://doi.org/10.4018/978-1-60566-158-2.ch011
