Assessing the Correlations among Cognitive Overload, Online Course Design and Student Self-efficacy

Document Type

Conference Proceeding

Publication Date

3-2013

Department

Teaching & Educational Leadership

Abstract

From Introduction:

The design of learning materials is an essential component of student success in the online environment. Online courses that are designed based on cognitive science principles “assist students in managing their cognitive load and focusing their cognitive resources during learning and problem solving” (Chandler & Sweller, 1991). Learners are affected by the way the learning materials are designed and are more likely to gain deeper conceptual understanding from the content designed based on CTML (Baggett, 1984; Mayer, 2002; Mayer & Moreno, 2002). While multimedia design techniques have been investigated in relation to students’ knowledge acquisitions in face-to-face and online, the present study examines the relationship between online course design and student self-efficacy. Students experiencing cognitive overload are predicted to display weak self-efficacy beliefs. Online courses based on CTML are expected to reduce students’ cognitive load to perform the online tasks and produce students with higher levels of self-efficacy.

First Page

29

Last Page

36

Publication Title

Education and Information Technology 2013: A Selection of AACE Award Papers

Publisher

Association for the Advancement of Computing in Education (AACE)

ISBN

9781939797001

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