Title
Assessing the Correlations Among Interactive Learning Material, Self-efficacy, Cognitive Overload, and Metacognitive Awareness
Document Type
Conference Proceeding
Publication Date
10-2015
Department
Teaching & Educational Leadership
Abstract
This study examined the effect of interactive learning material on students’ cognitive load, metacognitive awareness and self-efficacy. Findings in this study showed that there was a strong and positive correlation between students’ self- efficacy after completing the online module and test scores in an online setting. Lower students’ self-efficacy was associated with higher cognitive load perception. Hence, students with little confidence in carrying out the tasks perceived the lesson as difficult.
First Page
759
Last Page
766
Publication Title
Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Publisher
Association for the Advancement of Computing in Education (AACE)
ISBN
9781939797209
Recommended Citation
Callaway, R., Ibrahim, M. & Teutsch, K. (2015). Assessing the Correlations Among Interactive Learning Material, Self-efficacy, Cognitive Overload, and Metacognitive Awareness. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 759-766). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/152090/.
Comments
Callaway, R., Ibrahim, M. & Teutsch, K. (2015). Assessing the Correlations Among Interactive Learning Material, Self-efficacy, Cognitive Overload, and Metacognitive Awareness. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 759-766). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE).https://www.learntechlib.org/primary/p/152090/.