THE IMPACT OF TECHNOLOGY ON INFORMATION PROCESSING AND COGNITIVE LOAD IN DISTANCE EDUCATION
Downloads
The rise of distance education (DE) has expanded access to learning opportunities, but the unique characteristics of online environments can pose challenges to effective information processing and knowledge acquisition. Cognitive load theory (CLT) provides a valuable framework for understanding how the design of instructional materials and activities can impact learners' cognitive load, influencing their ability to learn and retain information. We discuss the implications of these findings for instructional design in DE, highlighting the importance of creating learner-centered, well-structured, and engaging online learning experiences that optimize cognitive resources and promote meaningful learning.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T.
Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89-195). Academic Press.
Ayres, P., & Sweller, J. (2014). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge
handbook of multimedia learning (2nd ed., pp. 135-151). Cambridge University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chen, O., Kalyuga, S., & Sweller, J. (2019). The worked example effect: When and why it works. Human Factors, 61(3), 380-392.
Chen, O., & Kalyuga, S. (2018). Cognitive load theory in educational research and practice. In J. Dunlosky & R. A. Bjork (Eds.),
The handbook of memory and metamemory (pp. 413-432). Routledge.
Hart, S. G., & Staveland, L. E. (1988). Development of NASA-TLX (Task Load Index): Results of empirical and theoretical
research. In P. A. Hancock & N. Meshkati (Eds.), Human mental workload (pp. 139-183). North-Holland.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Park, J., & Lee, Y. (2018). The effects of adaptive learning system based on cognitive load theory on students’ learning
achievements and cognitive loads. Computers & Education, 124, 185-199.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational
Psychology Review, 10(3), 251-296.
Wei, H.-C., Wang, M.-J., & Huang, Y.-M. (2019). Investigating the role of instructor presence and social presence in online
learning environments: A structural equation modeling approach. Computers & Education, 130, 209-222.
.jpg)
1.png)
