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Educational Technology Research and Development

, Volume 48, Issue 3, pp 61–78 | Cite as

Cognitive requirements for learning with open-ended learning environments

  • Susan M. Land
Development

Abstract

Open-ended learning environments (OELEs) use the capabilities of technology to provide students with opportunities to engage in authentic problem solving; generate, test, and revise hypotheses; explore and manipulate concepts; and reflect on what they know. By design, such environments require sophisticated levels of cognitive functioning. The purpose of this paper is to critically analyze assumptions underlying learner-centered, technology-based environments in light of how well learners appear to meet the cognitive demands for engaging them. Implications for design include the following considerations: (a) direct learner attention to key variables and visual cues; (b) prompt and guide connections to prior knowledge; and (c) provide explicit scaffolding of metacognition and teaching-learning strategies.

Keywords

Prior Knowledge Cognitive Functioning Learning Environment Educational Technology Cognitive Demand 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Association for Educational Communications and Technology 2000

Authors and Affiliations

  1. 1.Penn State UniversityUniversity Park

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