Author(s)

Hu Shuai

Corresponding Author

Hu Shuai

Abstract

The popularity of fragmented learning has given rise to much concern about the negative effects that might be caused of this new form of learning. This paper tries to find out ways to improve fragmentated learning outcomes from the perspective of cognitive psychology. First, the background of fragmented learning is introduced. Second, both the strengths and weaknesses of fragmented learning are discussed. Then the problems of fragmented learning, especially those that cause information processing failures are further analysed in light of the schema theory in cognitive psychology. Finally, suggestions are given to improve the outcome of fragmented learning based on the research findings.

Keywords

Fragmented learning, cognitive psychology, schema