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ERIC Number: EJ855806
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1741-8887
Student Perceptions and Cognitive Load: What Can They Tell Us about E-Learning Web 2.0 Course Design?
Lambert, Judy; Kalyuga, Slava; Capan, Lisa A.
E-Learning, v6 n2 p150-163 2009
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. (Contains 8 tables.)
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A