Cognitive Overload and Online Learning: A Gap Analysis Study
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Huang, T.(. (2008). Cognitive Overload and Online Learning: A Gap Analysis Study. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2206-2210). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29977.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
More Information on ELEARN
Table of Contents
Fifty-six percent of US postsecondary institutions have provided distance education courses (National Center for Educational Statistics [NCES], but the dropout rate of online courses is between 30 percent and 50 percent, which is higher than traditional courses (Lee, & Witt, 2001). How to keep students staying in online courses is an important issue. Cognitive load theory plays an important role in guiding educators to design appropriate instructional interventions for online courses and then to reduce the dropout rate of online courses. Clark (2002) presented a turning research into results process model to help educators explore gaps between an organization’s goals and its current situation and then use appropriate solutions to close gaps. This paper will use cognitive load theory and Clark’s turning research into results process model (2002) to examine an online course’s performance gap and to provide solutions to resolve the gap.
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