Cognition and student-centered, web-based learning: Issues and implications for research and theory

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. © 2010 Springer-Verlag US.