Mathematics, Science and Technology
As online course enrollments increase, it is important to understand how common course features influence students' behaviors and performance. Asynchronous online courses often include a discussion forum to promote community through interaction between students and instructors. Students interact both socially and cognitively; instructors' engagement often demonstrates social or teaching presence. Students' engagement in the discussions introduces both intrinsic and extraneous cognitive load. The purpose of this study is to validate an instrument for measuring cognitive load in asynchronous online discussions.
Journal of Research in Innovative Teaching & Learning
Scholarly Commons Citation
Faulconer, E., Wood, B., & Bolch, C. (2022). Cognitive load in asynchronous discussions of an online undergraduate STEM course. Journal of Research in Innovative Teaching & Learning, 16(2). https://doi.org/10.1108/JRIT-02-2022-0010