Students’ cognitive load in online education, under the lens of learning theories
DOI:
https://doi.org/10.24193/subbpsyped.2023.2.06Keywords:
online learning, instructional design, cognitive load, information processing, learning theoriesAbstract
There is a link between learning theories and online education in the sense that the use of certain e-Tools available in educational platforms could be biased by the epistemological beliefs of the teachers. The complexity of the educational message, in relation to the biased e-Tools selection for the learning task, together with the information processing that derives from the learning activity contributes to the intrinsic cognitive load. In order to optimize this cognitive load that can reach a high and an undesirable level for learning, this article aims to bridge online learning with the main theories of learning and cognitive load theory. The triangulation of these data, based on several sources from the specialized literature, provides an extended picture of the dominant cognitive processes determined by the tools used in the online learning space. This article could represent a source for the theoretical foundation of an online learning instructional design and for placing the online education closer to methodology, rather than technology.
ZUSAMMENFASUNG. Es besteht eine Verbindung zwischen Lerntheorien und Online-Bildung in dem Sinne, dass die Verwendung bestimmter auf Bildungsplattformen verfügbarer E-Tools durch die erkenntnistheoretischen Überzeugungen der Lehrer verzerrt sein könnte. Die Komplexität der sich daraus ergebenden pädagogischen Botschaft in Bezug auf die voreingenommene E-Tools-Auswahl trägt zusammen mit der Informationsverarbeitung, die sich aus der Lernaktivität ergibt und in direktem Zusammenhang mit den Lernzielen steht, zur intrinsischen kognitiven Belastung bei. Um diese kognitive Belastung zu optimieren, die ein hohes und für das Lernen unerwünschtes Niveau erreichen kann, zielt der Beitrag darauf ab, Online-Lernen mit Theorien zum Lernen und zur kognitiven Belastung zu verbinden. Die Triangulation dieser Daten, die aus verschiedenen Quellen der Fachliteratur entnommen wurden, liefert ein erweitertes Bild der vorherrschenden, nicht erschöpfenden kognitiven Prozesse, die durch die im Online-Lernraum verwendeten Tools bestimmt werden. Die neue Ausrichtung des Beitrags kann eine Inspirationsquelle für die Gestaltung von Lehrverfahren für das Online-Lernen sein, wobei die Online-Ausbildung eher mit der Methodik als mit der Technologie in Verbindung gebracht wird.
Schlüsselworte: Online-Lernen, Unterrichtsdesign, kognitive Belastung, Informationsverarbeitung, Lerntheorien
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