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Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory

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Learning and Instruction in the Digital Age

Abstract

During 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. This can be particularly challenging in learning from the World Wide Web, where billions of resources address a variety of needs. The individual 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 analyze the applicability of current cognitive principles to learning from Web-based multimedia, review and critically analyze issues related to student-centered learning from Web-based multimedia, and describe implications for research and theory.

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Authors and Affiliations

  1. Learning & Performance Support Lab., University of Georgia, Aderhold Hall 605, Athens, 30602, U.S.A.

    Michael J. Hannafin

Authors
  1. Michael J. Hannafin
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  2. Kathleen M. Hannafin
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Editors and Affiliations

  1. Learning & Performance Support Lab., University of Georgia, Aderhold Hall 605, Athens, 30602, U.S.A.

    J. Michael Spector

  2. Abt. Lernforschung, Universität Freiburg, Rempartstr. 11, Freiburg, 79085, Germany

    Dirk Ifenthaler

  3. Universidade Aberta, Rua de Junqueria 86, Lisboa, 1300-344, Portugal

    Pedro Isaias

  4. Centre for Science, Athabasca University, Athabasca, T9S 3A3, Canada

    Kinshuk

  5. Dept. Technology in Education &, University of Piraeus, Androutsou St. 150, Piraeus, 185 32, Greece

    Demetrios Sampson

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Hannafin, M.J., Hannafin, K.M. (2010). Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory. In: Spector, J., Ifenthaler, D., Isaias, P., Kinshuk, Sampson, D. (eds) Learning and Instruction in the Digital Age. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1551-1_2

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