Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between ...working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.
Research on computer-supported collaborative learning (CSCL) has traditionally investigated how student-, group-, task-, and technological characteristics affect the processes and outcomes of ...collaboration. On the other hand, cognitive load theory has traditionally been used to study individual learning processes and to investigate instructional effects that are present during individual learning (e.g., expertise reversal effect). In this contribution we will argue that cognitive load theory can be applied to CSCL. By incorporating concepts such as collective working memory (i.e., individuals share the burden of information processing), mutual cognitive interdependence (i.e., individuals learn about each other’s expertise and become dependent on their partners’ expertise), and transaction costs (i.e., the burden placed on individuals working memory capacity when communicating and coordinating collaborative activities), collaborative cognitive load theory (CCLT) can be used to formulate testable hypotheses for pressing issues in CSCL research. The aim of this paper is to develop a research agenda to guide future CSCL research from a CCLT perspective. We highlight how variables associated with student-, group-, task-, and technological characteristics may be investigated using CCLT. We also address important steps CSCL research needs to make with respect to the measurement of variables and the methodologies used to analyze data.
This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to ...say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital natives who form a generation of students knowing by nature how to learn from new media, and for whom "old" media and methods used in teaching/learning no longer work. The second legend is the widespread belief that learners have specific learning styles and that education should be individualized to the extent that the pedagogy of teaching/learning is matched to the preferred style of the learner. The final legend is that learners ought to be seen as self-educators who should be given maximum control over what they are learning and their learning trajectory. It concludes with a possible reason why these legends have taken hold, are so pervasive, and are so difficult to eradicate.
Although there are research findings supporting the positive effects of computer-supported collaborative learning (CSCL), problems have been reported regarding the learning process itself, group ...formation, and group dynamics. These problems can be traced back to impeded social interaction between group members. Social interaction is necessary (a) for group members to learn from each other in a CSCL environment and (b) for socioemotional processes to help create a social space where trust, sense of community, and strong interpersonal relationships exist. This article introduces a theoretical framework consisting of three core elements: sociability, social space, and social presence, along with their relationships with group members' mental models, social affordances and learning outcomes. It postulates that the three core elements influence the social interaction needed for both learning and the emergence of a social space. This framework serves as a basis for a research agenda for systematic social CSCL research.
Computer-mediated world-wide networks have enabled a shift from contiguous learning groups to asynchronous distributed learning groups utilizing computer-supported collaborative learning ...environments. Although these environments
can support communication and collaboration, both research and field observations are not always positive about their working. This article focuses on factors which may cause this discrepancy, centering on two pitfalls that appear to impede achieving the desired results, namely taking for granted that participants will socially interact simply because the environment makes it possible and neglecting the social (psychological) dimension of the desired social interaction. It examines the social interactions which determine how groups develop, how sound social spaces characterized by group cohesion, trust, respect and belonging are established, and how a sense of community of learning is established. It concludes with an evaluation of educational techniques proposed by instructors and educators, as well as the findings of educational researchers and guidelines for avoiding the pitfalls.
For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and ...Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others' learning processes, (2) supporting externalization of one's own and others' learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL.
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load. Although unguided or ...minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
•First systematic study on antibiotic resistance markers in the whole Danube River.•New holistic approach linking ARGs with advanced faecal pollution diagnostics.•Human faecal pollution as dominant ...factor for observed resistance patterns.•Hotspots identified in middle and lower river sections and in specific tributaries.•intI1 and sul1 detected ubiquitously, ESBL and carbapenemase genes at hotspots.
The global spread of antimicrobial resistance (AMR) in the environment is a growing health threat. Large rivers are of particular concern as they are highly impacted by wastewater discharge while being vital lifelines serving various human needs. A comprehensive understanding of occurrence, spread and key drivers of AMR along whole river courses is largely lacking. We provide a holistic approach by studying spatiotemporal patterns and hotspots of antibiotic resistance genes (ARGs) along 2311 km of the navigable Danube River, combining a longitudinal and temporal monitoring campaign. The integration of advanced faecal pollution diagnostics and environmental and chemical key parameters allowed linking ARG concentrations to the major pollution sources and explaining the observed patterns. Nine AMR markers, including genes conferring resistance to five different antibiotic classes of clinical and environmental relevance, and one integrase gene were determined by probe-based qPCR. All AMR targets could be quantified in Danube River water, with intI1 and sul1 being ubiquitously abundant, qnrS, tetM, blaTEM with intermediate abundance and blaOXA-48like, blaCTX−M-1 group, blaCTX−M-9 group and blaKPC genes with rare occurrence. Human faecal pollution from municipal wastewater discharges was the dominant factor shaping ARG patterns along the Danube River. Other significant correlations of specific ARGs were observed with discharge, certain metals and pesticides. In contrast, intI1 was not associated with wastewater but was already established in the water microbiome. Animal contamination was detected only sporadically and was correlated with ARGs only in the temporal sampling set. During temporal monitoring, an extraordinary hotspot was identified emphasizing the variability within natural waters. This study provides the first comprehensive baseline concentrations of ARGs in the Danube River and lays the foundation for monitoring future trends and evaluating potential reduction measures. The applided holistic approach proved to be a valuable methodological contribution towards a better understanding of the environmental occurrence of AMR.
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The microbial faecal pollution of rivers has wide-ranging impacts on a variety of human activities that rely on appropriate river water quality. Thus, detailed knowledge of the extent and origin of ...microbial faecal pollution is crucial for watershed management activities to maintain safe water use. In this study, the microbial faecal pollution levels were monitored by standard faecal indicator bacteria (SFIB) along a 2580 km stretch of the Danube, the world's most international river, as well as the Danube's most important tributaries. To track the origin of faecal pollution, host-associated Bacteroidetes genetic faecal marker qPCR assays for different host groups were applied in concert with SFIB. The spatial resolution analysis was followed by a time resolution analysis of faecal pollution patterns over 1 year at three selected sites. In this way, a comprehensive faecal pollution map of the total length of the Danube was created, combining substantiated information on both the extent and origin of microbial faecal pollution. Within the environmental data matrix for the river, microbial faecal pollution constituted an independent component and did not cluster with any other measured environmental parameters. Generally, midstream samples representatively depicted the microbial pollution levels at the respective river sites. However, at a few, somewhat unexpected sites, high pollution levels occurred in the lateral zones of the river while the midstream zone had good water quality. Human faecal pollution was demonstrated as the primary pollution source along the whole river, while animal faecal pollution was of minor importance. This study demonstrates that the application of host-associated genetic microbial source tracking markers in concert with the traditional concept of microbial faecal pollution monitoring based on SFIB significantly enhances the knowledge of the extent and origin of microbial faecal pollution patterns in large rivers. It constitutes a powerful tool to guide target-oriented water quality management in large river basins.
Longitudinal development of E. coli and Enterococci concentrations along the increasing discharge (grey shaded area) of the Danube in the midstream, at the left (upper line) and the right river-side (lower line) and in the tributaries sampled during JDS 2013. Not-sampled tribtaries are also indiacted on the x-axes. Symbol size varies according to log-transformed E. coli and Enterococci concentrations. Colours depict the faecal pollution levels: blue - little, green - moderate, yellow - crtitical, orange - strong and red excessive pollution. Grey-shaded triangles indicate discharge contributions from the main tributaries. Display omitted
•Faecal pollution patterns along the whole Danube river are shown.•Combination of standard parameters and microbial source tracking markers used.•Dominance of anthropogenic pollution along the whole Danube River.•Midstream samples generally depict microbial faecal pollution levels.•High pollution levels of the lateral zones at specific, partly unexpected sites.
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