ABSTRACT
This chapter provides an overview of cognitive learning as examined in instructional communication and how communication scholars have contributed to a greater understanding and measurement of cognitive learning. It discusses various alternatives to measuring cognitive learning, and explores how educators might incorporate principles from the Universal Design for Learning (UDL) to aid in efforts to develop a curriculum that engages students' cognitive learning outcomes. The chapter describes by synthesizing key knowledge claims, posing questions for educators and researchers to consider regarding their approach to cognitive learning, and posing directions for future research on cognitive learning in the instructional context. Cognitive learning focuses on the acquisition of knowledge and the ability to understand and use knowledge. More important, they summarized the spirit of the early work carried out within the communication discipline on students' cognitive learning and intentionally put the spotlight on the role of instructors and how classroom communication could help improve students' cognitive learning outcomes.
