Applying Cognitive Load Theory to the Design of Online Learning. Page: 46
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relatively new. Especially in the area of applying cognitive load theory to soft skills
instruction, more research is needed to determine whether this study was a good
comparison between cognitively complex and relatively simple instruction or whether
this is an area in which the theory does not apply.
This study has attempted to provide useful information for education and training
professionals to better prepare them in applying research-based instructional design
practices to the distance learning environment. As distance learning in all its forms
becomes more ubiquitous, the concepts of effectiveness and efficiency will increasingly
come to the fore. All programs can benefit from a cognitive model that emphasizes
those factors contributing to a successful adult learning experience. And as instructional
materials will be increasingly required to accomplish verifiable results -- results that
maximize learning and minimize the amount of cognitive effort required -- the gap
between research and practice will be diminished.46
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Burkes, Kate M. Erland. Applying Cognitive Load Theory to the Design of Online Learning., dissertation, May 2007; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3698/m1/54/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .