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Cognitive Load and Online Course Quality: Insights from Instructional Designers in a Higher Education Context

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Bibliographic Details
Title: Cognitive Load and Online Course Quality: Insights from Instructional Designers in a Higher Education Context
Language: English
Authors: Caskurlu, Secil (ORCID 0000-0001-8716-9586), Richardson, Jennifer C. (ORCID 0000-0001-7534-1406), Alamri, Hamdan A. (ORCID 0000-0001-8350-4383), Chartier, Katherine, Farmer, Tadd (ORCID 0000-0003-2549-1232), Janakiraman, Shamila (ORCID 0000-0001-8750-3601), Strait, Marquetta, Yang, Mohan (ORCID 0000-0003-0856-0814)
Source: British Journal of Educational Technology. Mar 2021 52(2):584-605.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Instructional Design, Educational Quality, Cognitive Processes, Difficulty Level, Higher Education, Standards
DOI: 10.1111/bjet.13043
ISSN: 0007-1013
Abstract: This multiple case study investigates instructional designers' perceptions of online course quality, their use of cognitive load strategies when designing online courses, and whether utilization of these strategies contribute to online course quality. The participants of this study were instructional designers (n = 5) who worked in various campus programs at a large Midwestern university. Data sources included pre-interview survey, semi-structured interview and sample course design documents. Employing a pattern matching technique, the results showed that instructional designers (a) define online course quality based on established standards and rubrics; (b) apply cognitive load strategies intuitively while designing online courses; and (c) consider CLT design strategies as an element contributing to course quality. The results also showed instructional designers' use of cognitive load strategies mainly focused on reducing extraneous cognitive load. Implications for practice and research as well as directions for future research are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1286586
Database: ERIC
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Description
Abstract:This multiple case study investigates instructional designers' perceptions of online course quality, their use of cognitive load strategies when designing online courses, and whether utilization of these strategies contribute to online course quality. The participants of this study were instructional designers (n = 5) who worked in various campus programs at a large Midwestern university. Data sources included pre-interview survey, semi-structured interview and sample course design documents. Employing a pattern matching technique, the results showed that instructional designers (a) define online course quality based on established standards and rubrics; (b) apply cognitive load strategies intuitively while designing online courses; and (c) consider CLT design strategies as an element contributing to course quality. The results also showed instructional designers' use of cognitive load strategies mainly focused on reducing extraneous cognitive load. Implications for practice and research as well as directions for future research are discussed.
ISSN:0007-1013
DOI:10.1111/bjet.13043