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KUMAR. V, DINESH, RAJASEKHAR, S.S.S.N. (1399). Too much but less effective: Managing the cognitive load while designing the distanced learning instructional formats. سامانه مدیریت نشریات علمی, 8(2), 107-108. doi: 10.30476/jamp.2020.85990.1208
DINESH KUMAR. V; S.S.S.N RAJASEKHAR. "Too much but less effective: Managing the cognitive load while designing the distanced learning instructional formats". سامانه مدیریت نشریات علمی, 8, 2, 1399, 107-108. doi: 10.30476/jamp.2020.85990.1208
KUMAR. V, DINESH, RAJASEKHAR, S.S.S.N. (1399). 'Too much but less effective: Managing the cognitive load while designing the distanced learning instructional formats', سامانه مدیریت نشریات علمی, 8(2), pp. 107-108. doi: 10.30476/jamp.2020.85990.1208
KUMAR. V, DINESH, RAJASEKHAR, S.S.S.N. Too much but less effective: Managing the cognitive load while designing the distanced learning instructional formats. سامانه مدیریت نشریات علمی, 1399; 8(2): 107-108. doi: 10.30476/jamp.2020.85990.1208

Too much but less effective: Managing the cognitive load while designing the distanced learning instructional formats

Journal of Advances in Medical Education & Professionalism
مقاله 8، دوره 8، شماره 2، تیر 2020، صفحه 107-108    اصل مقاله (336.53 K)
نوع مقاله: Letter to Editor
شناسه دیجیتال (DOI): 10.30476/jamp.2020.85990.1208
نویسندگان
DINESH KUMAR. V* ؛ S.S.S.N RAJASEKHAR
Department of Anatomy, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry – 605006, India
چکیده
In the light of educational disruptions due to COVID-19 outbreak, most, if not all institutions have adopted distanced online based learning methodologies. But, most educators seem to unaware regarding the cognitive load associated while designing such instructional formats. Through this letter, we intend to convey our practical experiences while shifting to such formats and wish to discuss the basics of educational psychology related to cognitive load. Since it is a pandemic problem, we feel that educators across world might read this letter with great interest.
کلیدواژه‌ها
instructional design؛ cognitive load؛ distanced learning؛ learning process
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