March 2008
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257 Reads
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7 Citations
Singapore Journal of Education
Cognitive conceptions of human learning are discussed with regard to their implications for instructional-design theory. These cognitive conceptions of learning view learning as an active, constructive, cumulative, and goal-oriented process in which the learner plays a critical role. The nature of meaningful learning and the importance of affective and motivational - as well as cognitive - engagement are discussed. It is suggested that in order for students to learn from instruction, various psychological functions (attention, monitoring, etc.) must be engaged by either the instructional agent (e.g., teacher, textbook, etc.) or the student. One characteristic of these learning functions is that there is not a single best way to perform a given function; each may be accomplished in a number of equally appropriate and effective ways.