Mechanisms of peer tutoring on optimizing cognitive load during knowledge sharing in learning networks

Abstract

Learning Networks are online social networks designed to support non-formal learning; they are therefore particularly suitable for self-directed learners. In Learning Networks, learners need to acquire knowledge through knowledge sharing with other participants. However, without a support structure, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge acquisition. To optimize cognitive load, we propose to use a particular type of collaborative learning, peer tutoring, as a support structure. Its mechanisms reduce, we argue, the extraneous load imposed by organizing knowledge sharing as well as induce germane load by directing the freed cognitive capacity to processes that contribute to knowledge acquisition.