Ed/IT Digital Library

When and How Should ePBL Be Supported in the View of Cognitive Load? PROCEEDINGS

, , , , Hanyang University, Korea (South)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The focus of this research is on identifying the problems of online problem-based learning (e-PBL) learners from a cognitive perspective. The study is concentrated on learners’ cognitive load level at each stage of e-PBL. The research questions are specifically as follows: What is the level of cognitive load at each stage of PBL and what the relationship between cognitive load and performance is? What cognitive difficulties were experienced by learners in PBL and what causes cognitive difficulties? How collaboration load and factors that create collaboration load affect group performance and group coherence? In this study, we found that the level of cognitive load at the stage 1 was higher than the other stage. In addition, learners experienced difficulties during e-PBL such as the lack of prior knowledge, the difficulty of task, the complexity of task, the difficulty of collaboration, uncertainty, the limitation of online communication, the lack of self-efficacy, the lack of references, and the difficulty of reflection.

Citation

Jung, H., Jung, J., Cho, H. & Kim, D. (2011). When and How Should ePBL Be Supported in the View of Cognitive Load?. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 1983-1989). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).