Share Paper: Assessing the Correlations Among Cognitive Overload, Online Course Design and Student Self-efficacy

  1. Mohamed Ibrahim, Arkansas Tech University, United States
  2. Rebecca Callaway, Arkansas Tech University, United States
Tuesday, March 6 10:45 AM-11:15 AM Creekside I

Abstract: Online learning materials based on the cognitive theory of multimedia learning improves student-learning outcomes. A relationship between course design, cognitive overload and self-efficacy in the online environment has not been documented. This study examined the effect of online learning material designs on students’ cognitive load and self-efficacy. Course designs (with and without segmentation), self-efficacy and the perceived difficulty of the content were examined. Participants perceived segmented content as less difficult than non-segmented content. The results also indicated that the perceived difficulty of the learning materials reported by students in the segmented module condition does not correlate with their perceived self-efficacy. ...