Literaturnachweis - Detailanzeige
Autor/inn/en | Lange, Chris; Costley, Jamie |
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Titel | The Effects of Extraneous Load on the Relationship between Self-Regulated Effort and Germane Load within an E-Learning Environment |
Quelle | In: International Review of Research in Open and Distributed Learning, 18 (2017) 5, S.64-83 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1492-3831 |
Schlagwörter | Educational Technology; Technology Uses in Education; Online Courses; Student Surveys; College Students; Foreign Countries; Correlation; Self Management; Educational Quality; Difficulty Level; Cognitive Processes; Distance Education; Statistical Analysis; Learning Strategies; Questionnaires; Qualitative Research; South Korea; Motivated Strategies for Learning Questionnaire Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Schülerbefragung; Collegestudent; Ausland; Korrelation; Selbstmanagement; Quality of education; Bildungsqualität; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Distance study; Distance learning; Fernunterricht; Statistische Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Qualitative Forschung; Korea; Republik |
Abstract | Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of improving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction. (As Provided). |
Anmerkungen | Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |