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Cognitive requirements for learning with open-ended learning environments

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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.

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  1. Penn State University, 315 Keller Building, 16802, University Park, PA

    Susan M. Land (Assistant Professor)

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Land, S.M. Cognitive requirements for learning with open-ended learning environments. ETR&D 48, 61–78 (2000). https://doi.org/10.1007/BF02319858

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