Publication year: 2011
Source: The Internet and Higher Education, In Press, Accepted Manuscript, Available online 26 May 2011
George R., Bradford
This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., “learning”) from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, are described and used to guide a review of the literature to find directions to fulfill the goal of the study. A survey was conducted and 1,401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a…
Highlights: ► Constructs for satisfaction and cognitive load are developed ► 1,401 students responded to a survey instrument containing 24 items ► Provisionally, analysis found a positive, moderate, and significant correlation ► 25% variance in learning online satisfaction can be explained by cognitive load ► New constructs emerged from a Principal Components Analysis