Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.

中文翻译：

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从认知负荷理论到协作认知负荷理论。

传统上，认知负荷理论与个人学习相关联。基于进化教育心理学和我们对人类认知的了解，特别是工作记忆和长期记忆之间的关系，该理论已被用来产生各种教学效果。尽管这些教学效果也会影响协作学习的效率和有效性，无论是计算机支持还是面对面的协作，但在设计协作学习情况/环境或研究协作学习时，通常都不会考虑它们。造成这种疏忽的一个原因是，认知负荷理论只是偶尔与协作学习的某些细节相关，例如与协作活动相关的问题以及协作固有的伴随成本进行协作时的集体工作记忆的概念。通过添加这些概念，我们说明了认知负荷理论如何以及为什么能够阐明协作学习并生成特定于协作学习的设计和研究的原理。