scholarly journals The Effects of Lecture Diversity on Germane Load

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Jamie Costley ◽  
Christopher Henry Lange
Keyword(s):  
South Korea ◽  
Cognitive Load ◽  
Positive Relationship ◽  
Learning Materials ◽  
Video Lectures ◽  
Germane Cognitive Load ◽  
E Learning ◽  
Media Delivery ◽  
The Relationship ◽  
The Way

An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including both auditory and visual aspects of multimedia. This study surveyed a group of students (n = 1602) who participated in MOOC-like courses in South Korea to investigate the relationship between delivery diversity and germane cognitive load. Additionally, the relationships between individual indicators of both audio and visual aspects of multimedia and germane load were examined. Results show a positive relationship between diverse media delivery (auditory, visual, and total media) and germane cognitive load. The implication of these results are important for instructors who wish to promote a better understanding of e-learning materials through the delivery of content by using diverse forms of media.

Emotional Design and Engagement With Multimedia Learning Materials in E-Learning

2021 ◽  
pp. 168-191
Author(s):  
Adem Özgür ◽  
Arif Altun
Keyword(s):  
Multimedia Learning ◽  
Emotional Design ◽  
Learning Materials ◽  
Design Elements ◽  
Emotional Process ◽  
Emotional Processes ◽  
Engagement Process ◽  
E Learning ◽  
The Relationship

Multimedia learning materials (MLM) play an important role in learning. Engagement is a state that contributes to care of and positive approach to MLM, to pay attention to and deep processing of it, to do activities in it while preventing learners from quitting MLM. The quality of MLMs and students' characteristics are important in the engagement process. Cognitive theories provide valuable principles when designing MLMs, whereas the emotional design of the MLMs and the affective responses they evoke in students remain in the background. The emotional design ensures students' engagement with MLMs, and their interpretation of the knowledge and their learning can be manipulated. In this chapter, student engagement has been elaborated within scope of MLMs. Secondly, the relationship between emotional processes and engagement was examined. It was focused on organizing students' emotional process using emotional design elements and their effects on learning outcomes. Finally, suggestions were made for maintaining interaction with MLM and engagement for learning.

The relationship between social presence and cognitive load

2019 ◽  
Vol 16 (2) ◽  
pp. 172-182
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environments ◽  
Content Type ◽  
Germane Cognitive Load ◽  
High Level ◽  
The Relationship ◽  
Spearman’S Correlation

Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

scholarly journals The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

2020 ◽  
Vol 15 (2) ◽  
pp. 12-22
Author(s):  
Normala Ismail ◽  
Mohamad Kamil Ariff Khalid
Keyword(s):  
Social Sciences ◽  
Positive Relationship ◽  
Test Results ◽  
Self Directed Learning ◽  
Level Of Education ◽  
Significant Difference ◽  
E Learning ◽  
Directed Learning ◽  
Level Of Understanding ◽  
The Relationship

The main purpose of this study is to identify the students’ understanding of e-learning and their readiness for self-directed learning. A total of 306 Diploma level students of a various program from three faculties at Universiti Teknologi MARA (UiTM) Pahang Raub Campus have been surveyed. The data were obtained through questionnaires distributed and analyzed using the Statistical Package for Social Sciences (SPSS) version 23. The findings show that the respondents’ level of understanding of the concept and their responsibility on e-learning is high while their readiness for self-directed learning is low. The correlation test results show that there is a significant positive relationship between the respondents’ level of understanding to e-learning and their willingness for self-directed learning but the correlation is weak. The findings also showed that the respondents’ level of education and study grade have a significant difference in their readiness for self-directed learning.

The relationship between system-provided learner control and maintained situational interest within e-learning courses

2018 ◽  
Vol 15 (3) ◽  
pp. 205-219 ◽  
Author(s):  
Christopher Lange
Keyword(s):  
Positive Relationship ◽  
Online Courses ◽  
Learner Control ◽  
Situational Interest ◽  
Learning Needs ◽  
Content Type ◽  
Content Selection ◽  
E Learning ◽  
Survey Responses ◽  
The Relationship

Purpose Due to the autonomous nature of e-learning, learner control options should be provided to allow students to be more selective of content based on learning needs. Maintaining students’ situational interest should also be a goal in e-learning, as research shows that doing so leads to a greater chance of success. The purpose of this paper is to investigate the relationship between learner control and maintained situational interest in hopes of promoting better engagement through content selection based on learning needs. Design/methodology/approach This study analyzed survey responses from university students (n = 2,173) participating in a variety of massive online courses in South Korea to investigate the correlation between system-provided learner control and maintained situational interest. Additionally, the correlation between learner control and maintained situational interest was examined among demographic subsets including gender, age and grade level. Findings Results show a positive relationship between learner control and maintained situational interest, as well as a positive relationship between learner control and maintained situational interest among each demographic subset. Originality/value These results add to the current literature by promoting a practical way of maintaining students’ situational interest by providing them with the ability to control aspects of their own learning processes.

scholarly journals Can remote work during COVID-19 pandemic strengthen the link between workload and workaholism?

2021 ◽  
Vol 44 (2) ◽  
pp. 129-138
Author(s):  
Modesta Morkevičiūtė ◽  
Auksė Endriulaitienė
Keyword(s):  
Positive Relationship ◽  
Well Being ◽  
Important Variable ◽  
Remote Work ◽  
Remote Workers ◽  
Heavy Workload ◽  
The Relationship ◽  
The Way

The aim of the present study was to investigate the role of the way of doing work for the relationship between workload and workaholism during COVID-19 pandemic. A total of 668 employees working in different Lithuanian organizations participated in a study. A sample included employees who worked in the workplace (n = 331), as well as those who worked completely from home (n = 337). The levels of workaholism were measured using DUWAS-10 (Schaufeli et al., 2009). Workload was assessed with the help of the Quantitative Workload Inventory (QWI; Spector & Jex, 1998). It was revealed in a study that the higher levels of workload experienced by employees were related to the increased workaholism. It was further found that the positive relationship between workload and worka­holism was stronger in the group of complete remote workers. Overall, the findings support the idea that remote work is an important variable increasing a risk for workaholism especially for those employees who experience a heavy workload. Therefore, the ways of doing work must be considered when addressing well-being of employees.

scholarly journals A Customer Satisfaction in Mobile Telecom Industry in Chennai

2019 ◽  
Vol 8 (2S8) ◽  
pp. 386-388
Keyword(s):  
Customer Satisfaction ◽  
Positive Relationship ◽  
Consumer Loyalty ◽  
Standing Up ◽  
Telecom Industry ◽  
Mobile Telecom ◽  
The Relationship ◽  
The Way

This examination explores the relationship among consumer loyalty, client trust, exchanging cost and client dependability in portable telecom industry in Chennai.The media transmission industry in Chennai has created to be exceptionally focused, as various Telecom organizations bump for the consideration of supporters. One of the key difficulties standing up to these Telecommunication organizations is the means by which they deal with their administration quality, which holds an incredible significance to consumer loyalty. Broadcast communications organizations likewise discuss their clients being their most significant resources, much the same as organizations in different business areas. Along these lines it is vital in the present business situation to comprehend the way that the possibility of client's being an organization's most significant resources isn't only an administration hypothesis yet is an extremely vital financial certainty. As the cell business in India is one of the quickest developing areas, it is significant and intriguing to investigate the drivers of consumer loyalty in this industry.The components identified with installments and reserve funds, (for example, offers, leases, and charges) are the most noteworthy in deciding fulfillment, maintenance, and probability of changing starting with one portable supplier then onto the next. Then again, intercommunication factors, (for example, client administration, neighborly representatives, and easy to use sites) were observed to be the least noteworthy. A critical positive relationship was found among fulfillment and maintenance while a poor affiliation was seen between fulfillment/maintenance and unwaveringness.

Individual Cognitive Differences and Student Engagement in Video Lectures and E-Learning Environments

2021 ◽  
pp. 1455-1470
Author(s):  
Mehmet Kokoç ◽  
Hale Ilgaz ◽  
Arif Altun
Keyword(s):  
Individual Differences ◽  
Student Engagement ◽  
Research Area ◽  
Special Focus ◽  
Classroom Context ◽  
Cognitive Differences ◽  
Video Lectures ◽  
E Learning ◽  
The Impact ◽  
The Relationship

Student engagement is a research area which has been focused on for many years but gained growing interest especially in recent years. Studies in the literature indicate that there is an agreement on the relationship between learning outcomes and student engagement in school and classroom context. But, what is not yet clear is the impact of cognitive individual differences of learners on student engagement, especially when exposed to video lectures. Thus, this chapter focuses on understanding individual cognitive differences in order to improve student engagement. The rest of this chapter will be organized as follows: Firstly, student engagement is defined based on different engagement models with a special focus on video lectures. Secondly, previous research will be reviewed to discuss the relationship between student engagement and cognitive individual differences. This is followed by recommendations that can be used for further student engagement research.

Audio for Multi-Media Presentations in E-Learning

2015 ◽  
pp. 164-188
Author(s):  
Hattie Wiley
Keyword(s):  
Instructional Design ◽  
Or Education ◽  
Learning Materials ◽  
Multimedia Presentations ◽  
Audio Technology ◽  
E Learning ◽  
Multi Media ◽  
The Creation ◽  
The Way

Although many advances have changed the way we are able record, distribute, and consume audio enhanced or audio based learning materials, audio can still be either a critical driver or an impeding detriment to learner comprehension and retention. Consequently, this chapter reviews the instructional design implications of audio prior to exploring the impacts advances in audio technology, software, and equipment have on the creation of audio enhanced or audio based multimedia presentations for learning, training, or education.

scholarly journals The impact of employee’s perception of organizational climate on their technology acceptance toward e-learning in South Korea

2012 ◽  
pp. 359-378
Keyword(s):  
South Korea ◽  
Organizational Climate ◽  
Technology Acceptance ◽  
Organizational Factors ◽  
Organizational Issues ◽  
Use Of Technology ◽  
E Learning ◽  
Acceptance Levels ◽  
The Impact ◽  
The Relationship

To better understand the relationship between e-learning integration and organizational factors in South Korea, this study explored the influence of employees’ perceptions of organizational climate on their technology acceptances toward e-learning in the workplace of South Korea. Employees’ perceptions of organizational climate was evaluated using Litwin & Stringer’s Organizational Climate Questionnaire (LSOCQ) and employees’ technology acceptance toward e-learning was measured by the Unified Theory of Acceptance and Use of Technology (UTAUT). A canonical correlation suggested that employees’ perceived organizational climate can influence their acceptance levels toward e-learning, which implies the importance of addressing organizational issues while integrating e-learning into workplaces in South Korea.

scholarly journals The contribution of psychological barriers in predicting the cognitive load among the university students’ users of blackboard system

2021 ◽  
Vol 16 (6) ◽  
pp. 3058-3072
Author(s):  
Mohamed Sayed Abdellatif ◽  
Mervat Azmy Zaki Abdul-Gawad
Keyword(s):  
University Students ◽  
Cognitive Load ◽  
Research Method ◽  
Psychological Barriers ◽  
E Learning ◽  
Common Problems ◽  
Blackboard System ◽  
The University ◽  
The Relationship ◽  
Correlative Relationship

Psychological barriers are one of the most common problems facing individuals nowadays due to everyday life pressures. The current research aimed at identifying the extent to which psychological barriers contribute to predicting the perceived cognitive load of blackboard e-learning management system users. The research sample comprised (240) male and female among the University Students. The descriptive-analytical approach, specifically the predictive correlative research method was utilized to reveal the relationship between the research variables. The research main results revealed that there was a statistically significant correlative positive relationship between the psychological barriers and the cognitive load (intrinsic, extraneous, and the overall degree), and there was no statistically correlative relationship between psychological barriers and the Germane cognitive load. Besides, results concluded that the external psychological barriers were better at predicting the overall degree of the perceived cognitive load. Psychological barriers and cognitive load must be considered within the e-learning settings through making use of the results of the current study in developing training and counseling programs to reduce the students' psychological barriers and cognitive load levels.   Keywords: psychological barriers; cognitive load; Blackboard system

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