Management of Lecture Time: Using the Web to Manipulate Extrinsic Cognitive Load

Management of Lecture Time: Using the Web to Manipulate Extrinsic Cognitive Load

A. Chilton Michael (Kansas State University, USA) and Gurung Anil (Neumann College, USA)
DOI: 10.4018/978-1-60566-938-0.ch005
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Abstract

The variety of new technologies available for classroom use requires a choice not just between the technological options, but among them as well, since an educator may choose a single option or include a mix of media. In this study we investigate a particular mix of advanced technology and its effect on student learning outcomes. Our experimental design compares outcomes from a traditional teaching format with those of a more advanced web-based format. Our model is based on cognitive load theory, is developed from perceptions of the students, and is analyzed using factor analysis. The results based on this qualitative model show promise for delving further into the assessment of learning. This would provide researchers with additional tools to help evaluate their results and educators with a basis on which to make decisions regarding which advanced technologies to use.
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Heory And Model

Research into human cognition and learning has focused on its architecture, that is, working and long term memory, how these structures interact, and the processing of elements in working memory into schemas that can be shifted into long term memory for later use (Paas & Kester, 2006).

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