Cognitive Load Theory and College Composition: A Study Using Worked Examples to Help Novice Writers Learn Argumentation

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Abstract

This paper describes a study in which a specific instructional strategy derived from cognitive load theory, worked examples, is tested in a heuristic, non-algorithmic learning domain, writing refutation. The background for the study as well as the methodology and results are explained.

Author

• Elizabeth Jones, Wor-Wic Community College