How Sequencing and Fading Affects the Relationship between Intrinsic and Germane Cognitive Loads

Autor/inn/en	Lange, Christopher; Costley, Jamie
Titel	How Sequencing and Fading Affects the Relationship between Intrinsic and Germane Cognitive Loads
Quelle	In: Distance Education, 40 (2019) 2, S.243-261 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lange, Christopher) ORCID (Costley, Jamie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2019.1600366
Schlagwörter	Foreign Countries; Cognitive Processes; Difficulty Level; Electronic Learning; Scaffolding (Teaching Technique); College Students; Online Courses; Problem Solving; Virtual Universities; Demonstrations (Educational); South Korea + Suchen Sie Ihr Suchwort? Ausland; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Collegestudent; Online course; Online-Kurs; Problemlösen; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Korea; Republik
Abstract	Scaffolding techniques, such as sequencing and fading, used in online video lectures may help mitigate the negative relationship between complex contents represented by intrinsic load and content understanding represented by germane load. This study analyzed survey responses from university students (n = 2365) who participated in online classes in South Korea, and looked at the relationships between sequencing and fading and germane load, intrinsic load and germane load, and the moderating effect of sequencing and fading on the relationship between intrinsic load and germane load. Results showed a positive relationship between sequencing and fading and germane load and a negative relationship between intrinsic load and germane load. Furthermore, sequencing and fading moderated the negative relationship between intrinsic load and germane load. This article examines conflicting evidence on the topic and provides explanations as to why sequencing and fading reduces the negative impact of complex contents found in the current study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01