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Considering cognitive load theory within e-Learning environments

Conference Paper


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Abstract


  • This study seeks to investigate how cognitive load influences knowledge construction and what is the

    role of layered integrated instructional techniques in facilitating the construction and automation of

    schemas whilst users are interacting with e-learning tools. Initially the literature on how Cognitive

    Load Theory (CLT) plays a role in e-learning tools is presented, this is followed by the considerations

    that need to be taken when developing e-learning tools with CLT as a focus so that learners can gain

    the best possible learning outcomes.

    This paper finally presents three different ways that e-learning tools can be designed when

    considering the cognitive load of learners. These three methods are: integrated layering with no

    previous information displayed; integrated layering with previous information displayed; and

    integrated layering with the current stem highlighted. Each of these methods has theory that supports

    their design, however the context of the learner needs to be taken into consideration when developing

    the e-learning tools.

Publication Date


  • 2011

Citation


  • Al Asraj, A., Freeman, M. & Chandler, P. (2011). Considering cognitive load theory within e-Learning environments. PACIS 2011: 15th Pacific Asia Conference on Information Systems: Quality Research in Pacific (pp. 1-13). Queensland: Queensland University of Technology.

Scopus Eid


  • 2-s2.0-84855833024

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2288&context=infopapers

Ro Metadata Url


  • http://ro.uow.edu.au/infopapers/1268

Has Global Citation Frequency


Start Page


  • 1

End Page


  • 13

Place Of Publication


  • Queensland

Abstract


  • This study seeks to investigate how cognitive load influences knowledge construction and what is the

    role of layered integrated instructional techniques in facilitating the construction and automation of

    schemas whilst users are interacting with e-learning tools. Initially the literature on how Cognitive

    Load Theory (CLT) plays a role in e-learning tools is presented, this is followed by the considerations

    that need to be taken when developing e-learning tools with CLT as a focus so that learners can gain

    the best possible learning outcomes.

    This paper finally presents three different ways that e-learning tools can be designed when

    considering the cognitive load of learners. These three methods are: integrated layering with no

    previous information displayed; integrated layering with previous information displayed; and

    integrated layering with the current stem highlighted. Each of these methods has theory that supports

    their design, however the context of the learner needs to be taken into consideration when developing

    the e-learning tools.

Publication Date


  • 2011

Citation


  • Al Asraj, A., Freeman, M. & Chandler, P. (2011). Considering cognitive load theory within e-Learning environments. PACIS 2011: 15th Pacific Asia Conference on Information Systems: Quality Research in Pacific (pp. 1-13). Queensland: Queensland University of Technology.

Scopus Eid


  • 2-s2.0-84855833024

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2288&context=infopapers

Ro Metadata Url


  • http://ro.uow.edu.au/infopapers/1268

Has Global Citation Frequency


Start Page


  • 1

End Page


  • 13

Place Of Publication


  • Queensland