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Research on either cognitive load theory or self-regulated learning usually proceeds without reference to the other theory. In this commentary, we have commented on the editorial introduction and the six… Click to show full abstract
Research on either cognitive load theory or self-regulated learning usually proceeds without reference to the other theory. In this commentary, we have commented on the editorial introduction and the six papers included in this Special Issue intended to indicate possible links between the two theories. To assist in this process, we have analysed some of the characteristics of both theories that either facilitate or impede the establishment of links. We conclude that while links are possible, the many differences between the theories present considerable barriers that will need to be overcome.
Journal Title: Learning and Instruction
Year Published: 2017
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