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Full-Text Articles in Education
A Case Study Of Community Of Inquiry Presences And Cognitive Load In Asynchronous Online Stem Courses, Emily K. Faulconer, Darryl J. Chamberlain Jr.
A Case Study Of Community Of Inquiry Presences And Cognitive Load In Asynchronous Online Stem Courses, Emily K. Faulconer, Darryl J. Chamberlain Jr.
Publications
The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the novel use of Python script to clean and organize data and a simplification of the instructional efficiency calculation for use of anonymous data. Key relationships between cognitive load and CoI presences are found through validated use of NASA-TLX instrument and transcript analysis of discussion posts. The data show that student presences are not consistent …
Cognitive Load Affects Numerical And Temporal Judgments In Distinct Ways, Karina Hamamouche, Maura Keefe, Kerry Jordan, Sara Cordes
Cognitive Load Affects Numerical And Temporal Judgments In Distinct Ways, Karina Hamamouche, Maura Keefe, Kerry Jordan, Sara Cordes
Psychology Faculty Publications
Prominent theories suggest that time and number are processed by a single neural locus or a common magnitude system (e.g., Meck and Church, 1983; Walsh, 2003). However, a growing body of literature has identified numerous inconsistencies between temporal and numerical processing, casting doubt on the presence of such a singular system. Findings of distinct temporal and numerical biases in the presence of emotional content (Baker et al., 2013; Young and Cordes, 2013) are particularly relevant to this debate. Specifically, emotional stimuli lead to temporal overestimation, yet identical stimuli result in numerical underestimation. In …
Self-Efficacy Change Associated With A Cognitive Load-Based Intervention In An Undergraduate Biology Course, David F. Feldon, Joana Franco, Jie Chao, James Peugh, Cathy Maahs-Fladung
Self-Efficacy Change Associated With A Cognitive Load-Based Intervention In An Undergraduate Biology Course, David F. Feldon, Joana Franco, Jie Chao, James Peugh, Cathy Maahs-Fladung
Instructional Technology and Learning Sciences Faculty Publications
Cognitive load theory (CLT) holds that discovery learning and other instructional strategies imposing high levels of extraneous load on novice learners hinder learning. Such learning conditions are also associated with significant drops in persistence, a key measure of motivation. However, research within the CLT framework typically engages motivation as a necessary precursor to learning, rather than as an outcome of instruction. In this study, we examine changes in motivational beliefs as outcomes of learners' cognitive processes through a CLT lens as they engage with instruction. Using a double-blind quasi-experimental design, we manipulate the level of cognitive load imposed on participants …
Investigating Application Of The Self-Explanation Learning Strategy During An Instructional Simulation, Paul Michael Macloughlin
Investigating Application Of The Self-Explanation Learning Strategy During An Instructional Simulation, Paul Michael Macloughlin
STEMPS Theses & Dissertations
Computer-based simulations effectively support the acquisition of scientific knowledge when combined with a guided learning approach. Active learning drives complex cognitive processes that enable the integration of new information with existing knowledge. The iCAP (Interactive, Constructive, Active, Passive) Framework provides a conceptual model to describe different types of active learning. Computer-based simulations fit neatly within this framework. Similarly, self-explanation is a generative learning strategy that fits within this framework. Promoting self-explanation using instructional prompts is an effective method for driving application of the strategy. This study compared three combinations of self-explanation prompt and learner activity (closed prompts – overt activity, …
Instructional Designer Awareness And Application Of Strategies To Manage Cognitive Load, Justin A. Sentz
Instructional Designer Awareness And Application Of Strategies To Manage Cognitive Load, Justin A. Sentz
STEMPS Theses & Dissertations
This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content sequencing, and delivery media within various domains with learners at different levels of expertise. The study employed a quasi-experimental, mixed methods design to gain insight into how practicing instructional designers perceive their awareness of strategies to manage cognitive load and implement those strategies within a standardized design scenario. The research design involved the collection of quantitative data from the participants during an initial web-based questionnaire and a second collection of both quantitative and qualitative data as …
Assessing Learning Strategies With An Educational Video, David James Harrison
Assessing Learning Strategies With An Educational Video, David James Harrison
STEMPS Theses & Dissertations
Even though educational films and videos have been in used for a century, there remains insufficient research into efficacious learning strategies that can be used alongside them. This study sought to investigate active learning strategies as a method to improve learning from video. This true experimental study, supported and informed by qualitative data, examined three active learning strategies utilized within video-based instruction: Guided Notetaking, Personal Notetaking, and Guided Summaries. Outcome measures included three dimensions of learning (factual, conceptual, and procedural) on an immediate posttest, perceptions of extrinsic cognitive load, likelihood that participants would use the strategies again, how often participants …
Signaling Instructional Video For Mathematics, Kimberly W. Milner
Signaling Instructional Video For Mathematics, Kimberly W. Milner
STEMPS Theses & Dissertations
Video provides an increasingly valuable medium for delivery of instruction in a growing number of content areas. Growth of online instructional applications has been prompted by expansion of the Internet and video streaming technology, adding to the need for design practices that produce more effective and efficient instructional videos. This study examined the use of signaling for multimedia to reduce cognitive overload and increase mental effort when learning mathematical concepts and procedures from instructional video. Signaling addresses the issue of directing the learner's attention by using visual or verbal cues that stress importance and organization (Mayer, 2009). Effectively signaled instructional …
The Effects Of Generative Strategies In Instructional Simulations On Learning, Cognitive Load, And Calibration Accuracy, Jennifer R. Morrison
The Effects Of Generative Strategies In Instructional Simulations On Learning, Cognitive Load, And Calibration Accuracy, Jennifer R. Morrison
STEMPS Theses & Dissertations
Instructional simulations can provide a powerful medium for learners to interact with a model representing underlying principles of content or phenomena. While a promising medium for developing a learner's own mental model, reviews of simulation learning have revealed less than promising results (Bangert-Drowns, Kulik, & Kulik, 1985; Kulik & Kulik, 1991), perhaps due to the lack of instructional supports inherent with a discovery-based approach. This study examined the use of generative strategies as an instructional support to promote learning from a physics simulation. Generative strategies, originally proposed by Wittrock (1974, 1989), strengthen understanding by prompting learners to create meaning between …