Student Perceptions and Cognitive Load: What Can They Tell Us about E-Learning Web 2.0 Course Design?
ARTICLE
Judy Lambert, Slava Kalyuga, Lisa A. Capan
E-Learning Volume 6, Number 2, ISSN 1741-8887
Abstract
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.)
Citation
Lambert, J., Kalyuga, S. & Capan, L.A. (2009). Student Perceptions and Cognitive Load: What Can They Tell Us about E-Learning Web 2.0 Course Design?. E-Learning, 6(2), 150-163. Retrieved March 19, 2024 from https://www.learntechlib.org/p/68978/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Anxiety
- Cognitive Processes
- Cognitive Structures
- Computer Assisted Instruction
- Correlation
- Course Descriptions
- course evaluation
- Difficulty Level
- distance education
- Education Courses
- electronic learning
- Electronic Publishing
- Graduate students
- instructional design
- Instructional Effectiveness
- internet
- learner engagement
- Predictor Variables
- PRIOR LEARNING
- Schemata (Cognition)
- student attitudes
- student experience
- Student Surveys