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ERIC Number: EJ907090
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0892-3647
Using Cognitive Load to Evaluate Participation and Design of an Asynchronous Course
McQuaid, John W.
American Journal of Distance Education, v24 n4 p177-194 2010
This study examined the effects of cognitive load experienced by e-learners as they negotiated the tasks required for successful participation within an asynchronous course room, specifically examining the relationship between measured cognitive load and the learners' confidence in completing their course. The results indicated that learner confidence, or more specifically self-efficacy, is the single most important factor in determining the success of e-learners. It appears that insufficient time was expended orienting learners to the virtual classrooms and to the technology necessary for participation. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A