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ERIC Number: EJ1012886
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1832-8342
The Impact of Applied Cognitive Learning Theory on Engagement with eLearning Courseware
Swann, William
Journal of Learning Design, v6 n1 p61-74 2013
Since the emergence of eLearning in the 1990s, the craft of designing and developing online courseware has evolved alongside theoretical advances in the field. A variety of media combinations have been applied to course pages by eLearning practitioners, making it possible to examine learning concepts emerging from the research in the light of responses from learners. This study explores learner perceptions of engagement following completion of 393 courses developed by a commercial eLearning provider. Three media combinations are examined. Each course selected for the sample applies one of the three combinations on the majority of content pages. Responses from the 22,959 learners who completed post-training surveys are evaluated, with the goal of determining how learner engagement is influenced by the application of two cognitive learning principles--the multiple representation principle and the split-attention principle. Both principles are found to have limited impact on narrow audiences of intrinsically motivated learners, but significant impact on engagement with broader audiences of learners who are assigned or required to take the training. When applied in the field, these two cognitive learning principles dramatically broaden the audience of learners who feel engaged with the learning experience. (Contains 9 tables.)
Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A