Assessing the Correlations Among Cognitive Overload, Online Course Design and Student Self-efficacy

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Ibrahim, M. & Callaway, R. (2012). Assessing the Correlations Among Cognitive Overload, Online Course Design and Student Self-efficacy. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 463-470). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39613.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

Mohamed Ibrahim, Rebecca Callaway, Arkansas Tech University, United States

Abstract

Online learning materials based on the cognitive theory of multimedia learning improves student-learning outcomes. A relationship between course design, cognitive overload and self-efficacy in the online environment has not been documented. This study examined the effect of online learning material designs on students’ cognitive load and self-efficacy. Course designs (with and without segmentation), self-efficacy and the perceived difficulty of the content were examined. Participants perceived segmented content as less difficult than non-segmented content. The results also indicated that the perceived difficulty of the learning materials reported by students in the segmented module condition does not correlate with their perceived self-efficacy. However, there was a strong, positive correlation between students’ perceived self-efficacy and course design. These findings support segmentation as a design technique to increase learners’ level of confidence in completing learning tasks.

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