How Sequencing Content and Fading Instructional Support Reduce Extraneous Processing

Autor/inn/en	Lange, Christopher; Costley, Jamie
Titel	How Sequencing Content and Fading Instructional Support Reduce Extraneous Processing
Quelle	In: Innovations in Education and Teaching International, 59 (2022) 3, S.253-262 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lange, Christopher) ORCID (Costley, Jamie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2020.1861966
Schlagwörter	Cognitive Processes; Difficulty Level; Instructional Design; College Students; Online Courses; Sequential Approach; Scaffolding (Teaching Technique); Virtual Universities; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lesson concept; Lessonplan; Unterrichtsentwurf; Collegestudent; Online course; Online-Kurs; Schrittfolge; Ausland; Korea; Republik
Abstract	Both sequencing content and fading instructional support are scaffolding techniques designed to make it easier for learners to process information. While sequencing content separates problems into manageable parts before problem-solving, fading of instruction gradually reduces instructional support before problem-solving. Although cognitive load research generally supports the notion that both of these techniques minimise extraneous processing, some research shows that they contribute to an increase in cognitive load under certain circumstances. This study seeks to bridge the gap in the research by examining the relationships that both techniques have with extraneous cognitive load. The results obtained through survey analysis of university students taking online courses show that sequencing content and fading instruction over the course of a semester had a negative relationship with extraneous load. These results are explained against the backdrop of conflicting research, and recommendations are presented to reduce extraneous processing within the learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01