Paul A. Kirschner

Extending CLT to collaborative settings, the authors introduce concepts such as collective working memory and transactive activities, deriving design principles specific to collaborative learning (including CSCL). They argue that accounting for these factors can improve both research on and the design of collaborative learning. citeturn23search1

Positioning claims about ‘digital natives’ and multitasking within the evidence base, this article shows that (a) exposure to digital media does not automatically confer information‑handling expertise and (b) people task‑switch rather than truly multitask, with negative impacts on learning. It outlines implications for teacher education and classroom design. citeturn25search0turn25search1

This essay reviews conceptual and empirical problems with ‘learning styles’ claims—distinguishing preferences from effective strategies, noting weak typologies and invalid study designs—and urges educators and researchers to abandon the myth in favor of evidence‑supported practices. citeturn23search2

This critical review examines three pervasive claims: that today’s learners are ‘digital natives’, that matching instruction to learning styles enhances learning, and that learners should largely control their own learning. The authors synthesize research refuting these claims and discuss why such beliefs persist and how they can mislead educational practice. citeturn18search0turn18search3

Reporting a survey of university students in the United States and Europe, this study found that Facebook users reported lower GPAs and fewer study hours per week than nonusers. The authors discuss multitasking and distraction as possible mechanisms and emphasize the exploratory nature of the results, calling for more rigorous causal studies. citeturn17search1

This article argues that minimally guided instructional approaches conflict with human cognitive architecture and decades of empirical evidence. It synthesizes research showing that guidance-heavy methods (e.g., explicit instruction, worked examples) are generally more effective and efficient for novice learners, and that the advantages of reduced guidance emerge only when learners already possess high prior knowledge to generate internal guidance. The paper outlines implications for designing instruction aligned with cognitive load theory. citeturn17search4

The paper proposes a five‑dimensional framework—task, physical context, social context, assessment product, and criteria—for designing authentic assessments aligned to professional practice. A qualitative study with nursing students and teachers examines completeness and relative importance of the dimensions and discusses design implications. citeturn18search1

Reviewing evidence on CSCL, the authors identify two major pitfalls: assuming that social interaction will occur simply because tools allow it, and neglecting the social–psychological dimensions (e.g., trust, cohesion) required to build productive learning communities. The paper synthesizes how groups develop, how social spaces are established, and offers guidelines to avoid these pitfalls. citeturn17search0turn17search3

This guest editorial introduces a special issue on cognitive load theory (CLT), outlining its cognitive architecture (limited working memory interacting with long‑term memory) and design implications such as worked examples, modality and contiguity effects, and managing element interactivity. It previews articles demonstrating how CLT principles can optimize learning across contexts. citeturn18search2turn18search4