Technological Barriers to Learning: Designing Hybrid Pedagogy To Minimise Cognitive Load and Maximise Understanding

Mark Bahr, Nan Bahr

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

Information and Communication Technologies (ICTs) provide great promise for the future of education. In the Asia-Pacific region, many nations have started working towards the comprehensive development of infrastructure to enable the development of strong networked educational systems. In Queensland there have been significant initiatives in the past decade to support the integration of technology in classrooms and to set the conditions for the enhancement of teaching and learning with technology. One of the great challenges is to develop our classrooms to make the most of these technologies for the benefit of student learning. Recent research and theory into cognitive load, suggests that complex information environments may well impose a barrier on student learning. Further, it suggests that teachers have the capacity to mitigate against cognitive load through the way they prepare and support students engaging with complex information environments. This chapter compares student learning at different levels of cognitive load to show that learning is enhanced when integrating pedagogies are employed to mitigate against high-load information environments. This suggests that a mature policy framework for ICTs in education needs to consider carefully the development of professional capacities to effectively design and integrate technologies for learning.
Original languageEnglish
Title of host publicationReforming Learning
Subtitle of host publicationConcepts, Issues and Practice in the Asia-Pacific Region
EditorsChi-humg Ng, Peter D Renshaw
Pages87-107
Number of pages21
Volume5
ISBN (Electronic)978-1-4020-3024-6
DOIs
Publication statusPublished - 2009

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learning
communication technology
student
information technology
classroom
educational system
education
infrastructure
Teaching
teacher

Cite this

Bahr, M., & Bahr, N. (2009). Technological Barriers to Learning: Designing Hybrid Pedagogy To Minimise Cognitive Load and Maximise Understanding. In C. Ng, & P. D. Renshaw (Eds.), Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region (Vol. 5, pp. 87-107) https://doi.org/10.1007%2F978-1-4020-3024-6_5
Bahr, Mark ; Bahr, Nan. / Technological Barriers to Learning : Designing Hybrid Pedagogy To Minimise Cognitive Load and Maximise Understanding. Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region. editor / Chi-humg Ng ; Peter D Renshaw. Vol. 5 2009. pp. 87-107
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Bahr, M & Bahr, N 2009, Technological Barriers to Learning: Designing Hybrid Pedagogy To Minimise Cognitive Load and Maximise Understanding. in C Ng & PD Renshaw (eds), Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region. vol. 5, pp. 87-107. https://doi.org/10.1007%2F978-1-4020-3024-6_5

Technological Barriers to Learning : Designing Hybrid Pedagogy To Minimise Cognitive Load and Maximise Understanding. / Bahr, Mark; Bahr, Nan.

Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region. ed. / Chi-humg Ng; Peter D Renshaw. Vol. 5 2009. p. 87-107.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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Bahr M, Bahr N. Technological Barriers to Learning: Designing Hybrid Pedagogy To Minimise Cognitive Load and Maximise Understanding. In Ng C, Renshaw PD, editors, Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region. Vol. 5. 2009. p. 87-107 https://doi.org/10.1007%2F978-1-4020-3024-6_5