Using Cognitive Load to Evaluate Participation and Design of an Asynchronous Course

Autor/in	McQuaid, John W.
Titel	Using Cognitive Load to Evaluate Participation and Design of an Asynchronous Course
Quelle	In: American Journal of Distance Education, 24 (2010) 4, S.177-194 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
Schlagwörter	Self Efficacy; Cognitive Measurement; Psychometrics; Cognitive Processes; Difficulty Level; Teaching Methods; Educational Technology; Instructional Design; Electronic Learning; Computer Mediated Communication; Asynchronous Communication; Distance Education; Student Attitudes; Student Surveys; Predictor Variables; Virtual Classrooms + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Psychometry; Psychometrie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Schülerbefragung; Prädiktor
Abstract	This study examined the effects of cognitive load experienced by e-learners as they negotiated the tasks required for successful participation within an asynchronous course room, specifically examining the relationship between measured cognitive load and the learners' confidence in completing their course. The results indicated that learner confidence, or more specifically self-efficacy, is the single most important factor in determining the success of e-learners. It appears that insufficient time was expended orienting learners to the virtual classrooms and to the technology necessary for participation. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10