Student perceptions and cognitive load: What can they tell us about e-learning Web 2.0 course design? Lambert, J en_US Kalyuga, Slava en_US Capan, L en_US 2021-11-25T17:13:54Z 2021-11-25T17:13:54Z 2009 en_US
dc.description.abstract The described study investigated the effectiveness of an e-learning Web 2.0 course redesigned from the perspective of cognitive load theory. The analyzed variables were course wiki design features, levels of instructor support, levels of cognitive load and engagement, and values students placed on particular pedagogical approaches used during instruction. Descriptive statistics were used to examine potential relationships between students` prior experience in distance learning and using technology, anxiety, and engagement. Results suggest that prior experience in distance education and technology is associated with lower anxiety and higher engagement. Web 2.0 technologies may not impose excessive levels of mental load when intrinsic and extraneous cognitive loads are reduced sufficiently by providing an organized and clear course design and selecting engaging materials and activities suitable for different levels of learner expertise. en_US
dc.identifier.issn 1741-8887 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Student perceptions and cognitive load: What can they tell us about e-learning Web 2.0 course design? en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal E-Learning en_US
unsw.relation.ispartofpagefrompageto 150-163 en_US
unsw.relation.ispartofvolume 6 en_US
unsw.relation.originalPublicationAffiliation Lambert, J en_US
unsw.relation.originalPublicationAffiliation Kalyuga, Slava, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Capan, L en_US School of Education *
Resource type