Applying Cognitive Load Theory to the Design of Online Learning.
Description:
The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge ga…
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Date:
May 2007
Creator:
Burkes, Kate M. Erland
Partner:
UNT Libraries