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Title: Effects of using a peer support system to optimize knowledge sharing in Learning Networks: A cognitive load perspective
Authors: Hsiao, Amy
Brouns, Francis
Sloep, Peter
Keywords: Guided Self-Organization in Learning Networks
knowledge sharing
peer tutoring
peer support system
cognitive load
learning networks
Issue Date: 2016
Publisher: Inderscience
Citation: Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2016). Effects of using a peer support system to optimise knowledge sharing in learning networks: A cognitive load perspective. International Journal of Continuing Engineering Education and Life-Long Learning, 26(4), 372–385. doi: 10.1504/IJCEELL.2016.10001924
Abstract: In a non-formal learning network, knowledge sharing is often desirable when working on complex tasks. However, without support, learners need to first find a tutor and then maintain social interaction, which, according to cognitive load theory, may hamper learning. After all, the extraneous load imposed by these two activities and the intrinsic load imposed by the task itself might easily overload learners' cognitive capacity. We compared the effects of using a peer support system with an automatic tutor assignment and an interaction tool (wiki) to a forum and control group (without any support) on learners' cognitive load and learning efficiency for simple and complex tasks. The results did not significantly show that this peer support system was instrumental in reducing cognitive load and improving learning efficiency. However, the study did shed an illuminating light on how to apply instructional guidelines of cognitive load theory to non-formal learning networks.
Description: This is the author's final accepted version. Please refer to the journal for the final published version of the journal International Journal of Continuing Engineering Education and Life-Long Learning, Volume 26, No 4, pp 372 - 385. doi:10.1504/IJCEELL.2016.10001924 or directly at this webpage:
Appears in Collections:1. TELI Publications, books and conference papers

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