Student Perceptions and Cognitive Load: What Can They Tell Us about e-Learning Web 2.0 Course Design?

The described study investigated the effectiveness of an e-learning Web 2.0 course redesigned from the perspective of cognitive load theory. The analyzed variables were course wiki design features, levels of instructor support, levels of cognitive load and engagement, and values students placed on particular pedagogical approaches used during instruction. Descriptive statistics were used to examine potential relationships between students' prior experience in distance learning and using technology, anxiety, and engagement. Results suggest that prior experience in distance education and technology is associated with lower anxiety and higher engagement. Web 2.0 technologies may not impose excessive levels of mental load when intrinsic and extraneous cognitive loads are reduced sufficiently by providing an organized and clear course design and selecting engaging materials and activities suitable for different levels of learner expertise. While experienced learners tend to be more engaged in cognitively challenging activities that require higher level cognitive processes, novices usually need more scaffolds.

[1]  F. Paas,et al.  Cognitive Load Theory and Instructional Design: Recent Developments , 2003 .

[2]  Barbara A. Greene,et al.  Influences on achievement : Goals, perceived ability, and cognitive engagement , 1996 .

[3]  Slava Kalyuga,et al.  The Expertise Reversal Effect , 2003 .

[4]  G. Hanley.  e‐Learning and the Science of Instruction , 2004 .

[5]  Richard Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[6]  M. D’Esposito.  Working memory. , 2008, Handbook of clinical neurology.

[7]  Andreas Holzinger,et al.  Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load , 2007, J. Educ. Technol. Soc..

[8]  F. Paas,et al.  A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction , 2005 .

[9]  Stephen Downes.  E-learning 2.0 , 2005, ELERN.

[10]  J. Sweller,et al.  Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions , 2005 .

[11]  Donald D. Spencer.  Introduction to information processing , 1977 .

[12]  Slava Kalyuga,et al.  Enhancing Instructional Efficiency of Interactive E-learning Environments: A Cognitive Load Perspective , 2007 .

[13]  Slava Kalyuga.  Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction , 2007 .

[14]  R. Palloff,et al.  Collaborating Online: Learning Together in Community , 2006 .

[15]  F. Paas,et al.  Cognitive Load Measurement as a Means to Advance Cognitive Load Theory , 2003 .

[16]  R. Atkinson,et al.  Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective , 2003 .

[17]  Edward L. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation , 2000 .

[18]  Slava Kalyuga,et al.  Learner Experience and Efficiency of Instructional Guidance , 2001 .

[19]  C. James Wong,et al.  Selecting Internet Technologies to Support Interactive Teaching and Learning at a Distance , 1999 .

[20]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[21]  Andrew Dillon,et al.  The Cambridge Handbook of Multimedia Learning: Multimedia Learning with Hypermedia , 2005 .

[22]  John Sweller,et al.  Instructional Design in Technical Areas , 1999 .

[23]  D. Leutner,et al.  Direct Measurement of Cognitive Load in Multimedia Learning , 2003 .

[24]  M. E. Robertson,et al.  The Role of Students , 1968 .

[25]  J. Merriënboer,et al.  Research on cognitive load theory and its design implications for e-learning , 2005 .

[26]  Gary R. Morrison,et al.  Research on cognitive load theory: Application to e-learning , 2005 .

[27]  F. Paas,et al.  Interactivity in Video-based Models , 2007 .

[28]  Paul A. Kirschner,et al.  New Learning Design in Distance Education: The impact on student perception and motivation , 2007 .

[29]  John Sweller,et al.  The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications , 2005 .

[30]  Jennifer C. Richardson,et al.  The Role of Students' Cognitive Engagement in Online Learning , 2006 .

[31]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[32]  S. Hart,et al.  Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research , 1988 .

[33]  Thomas C. Reeves,et al.  Authentic Tasks Online: A synergy among learner, task, and technology , 2006 .