Does cooperative open learning cause cognitive overload? And, how do teachers react in order to prevent from excessive demand? A multigroup analysis in Accountancy.
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Learning phases in which students are actively engaged and regulate their learning process themselves, are an indispensable part in all instructional design. These phases play a crucial role in self-regulated learning environments. Using the example of Austria?s widespread instructional design of COoperative Open Learning (COOL), we address the following questions: (1) To which extent do self-regulated learning phases lead to (cognitive) overload? (2) How do teachers react in order to prevent/reduce this excessive demand? A model on how to effectively reduce pressure is presented based on Cognitive Load Theory (Sweller, Merrienboer & Paas 1998) and on Self-Regulated Learning Theory (Zimmerman 2002). Based on the evaluation of this model, we explore (3) if and to which extent the mechanism of action and the perception of overload (as well as overload reducing teacher behaviour) of open learning students differ from traditionally instructed students.