Using cognitive strategies overcomes cognitive load in online learning environments
Interactive Technology and Smart Education
ISSN: 1741-5659
Article publication date: 6 May 2020
Issue publication date: 17 June 2020
Abstract
Purpose
This study aims to look at the relationship between extraneous cognitive load and germane cognitive load and how the use of cognitive learning strategies might moderate the relationship.
Design/methodology/approach
This present study used survey data (n = 440) from randomly selected students taking large online classes in South Korea.
Findings
This research found a negative relationship between extraneous and germane loads. Furthermore, this study found that the use of cognitive strategies moderates this relationship. This shows that the use of cognitive strategies can help overcome unclear instruction and help to produce higher levels of student learning.
Originality/value
Within online learning environments, the degree to which nonessential information contributes to cognitive overload among learners becomes an important area of investigation, along with the ways in which learning strategies can mitigate some of this overload.
Keywords
Acknowledgements
Compliance with ethical standards: All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants included in the study.
Citation
Costley, J. (2020), "Using cognitive strategies overcomes cognitive load in online learning environments", Interactive Technology and Smart Education, Vol. 17 No. 2, pp. 215-228. https://doi.org/10.1108/ITSE-09-2019-0053
Publisher
:Emerald Publishing Limited
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