Category Archives: Learning Strategies

Highlighting information related to activities, practices, and research that can be applied within an online course. This can include models, theories, strategies, etc.

Learning Strategies

Let Students Know You Exist: Adding Teacher Presence to Your Online Course

June 19, 2023 Anas Ahmed 2 Comments

The absence of in-person interaction in the world of online education frequently causes students to feel disengaged. Without a teacher’s physical presence, students might feel alone and disinterested in their studies, which can diminish their motivation and likelihood of success. Different techniques can be put into place to boost teacher presence in online courses, to make the learning environments more encouraging and interesting.

What is Teacher Presence in Online Courses?

The level of participation by teachers in the online learning process is called teacher presence. This includes any interactions with students, the frequency and promptness of provided feedback, and availability to students for guidance and assistance (Garrison et al., 2010). This type of presence fosters a sense of belonging and community among students, which can have a significant impact on student achievement within online courses.

Why is Teacher Presence Important in Online Courses?

Students may find it difficult to learn online because it demands a lot of self-motivation and self-control. Without a teacher’s tutelage, students may find it difficult to stay on task with their academic work. The absence of in-person interaction in online education can cause students to feel disengaged (Shea et al., 2006). In fact, Li et al. (2013) have revealed that one of the main causes of online course dropout is a lack of teacher interaction.

Teachers who are present in online courses can offer students helpful support and direction. This can involve responding to inquiries and giving comments on assignments, which could provide inspiration and increase drive. This helps students stay motivated and engaged (Lowenthal et al., 2017). Teachers who are active participants in the online learning process can create a more encouraging and collaborative learning environment to boost student success and engagement.

Strategies for Adding Teacher Presence to Your Online Course

There are many strategies that teachers can use to increase teacher presence in online courses. Here are a few ideas:

Use Video Introductions. Using video introductions is one of the simplest ways to improve teacher presence in an online course. This could include an introductory video at the start of the course, with ongoing video updates throughout the term. Students would see and hear their teachers via video introductions, which could help to forge a more personal connection and boost engagement.

Provide Timely Feedback. Building teacher presence in online courses requires timely feedback on assignments and assessments. Students feel supported and aware that their effort is being observed and appreciated. Feedback can also aid students in enhancing their performance and developing a stronger sense of engagement with their academic work.

Use Discussion Forums. Increased teacher presence in online courses can also be achieved through discussion forums. Teachers can foster a more collaborative learning environment that promotes student engagement and achievement. This can be accomplished through actively participating in conversations and providing feedback and direction. Discussion boards also give teachers the chance to address frequent misunderstandings and clarify course material.

Hold Virtual Office Hours. Another efficient strategy to boost teacher presence is to offer virtual office hours. Teachers can make the learning environment more accessible and supportive by setting up specific periods for students to ask questions and obtain assistance. Virtual office hours can also promote a sense of belonging and community among students.
Provide Personalized Feedback. Finally, providing customized feedback that is personal to the student can add teacher presence. Addressing a student by name and providing detailed feedback on their work can help teachers develop a more personal connection. This can also help students feel appreciated and encouraged.

Teacher presence may foster a more collaborative and supportive learning environment. One that promotes student success through video introductions, timely feedback, discussion forums, virtual office hours, and personalized feedback. Teachers that are actively involved in the online learning process can motivate students to be successful by making them feel connected, encouraged, and supported.

Adding teacher presence to online courses is an essential part of fostering student interest and success. Interested in adding more of a presence into an online course, let us know. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information on the Community of Inquiry Model, check out this previous blog post.

References:

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 3(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003

ICSA. (2018). Woman holding microphone standing in front of crowd [Photograph]. Pexels.com. https://www.pexels.com/photo/woman-holding-microphone-standing-in-front-of-crowd-1708912/

Julia, C. (2019). Person writing on notebook [Photograph]. Pexels.com. https://www.pexels.com/photo/person-writing-on-notebook-4145190/

Li, N., Marsh, H. W., & Martin, A. J. (2013). Decoding the meaning of process and person-oriented approaches to student motivation in the Chinese cultural and educational setting. Journal of Educational Psychology, 105(2), 238–254. https://doi.org/10.1037/a0031361

Lowenthal, P. R., Dunlap, J. C., & Snelson, C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning, 21(4), 177-194. https://eric.ed.gov/?id=EJ1163476

Shea, P., Li, C. S., & Pickett, A. M. (2006). A study of teaching presence and student sense of learning. Internet and Higher Education, 9(3), 175-190.

Anas Ahmed is a Graduate Assistant with 2 years of experience in Tech. He is passionate about Online Education and helping students achieve their full potential.

Learning Strategies

The Added Value of Bringing Professional Experiences into Your Courses

May 22, 2023 Shagufta Naeem 2 Comments

To ensure that learners possess the soft skills demanded by employers and entrepreneurs, it is important to design courses that facilitate the development of abilities such as interpersonal skills, leadership skills, communication skills, and critical thinking skills. Presently, graduate students are increasingly interested in practical, hands-on learning experiences that can help them develop the skills and knowledge they need to succeed in their future careers. This trend may have implications for how courses are designed and delivered in graduate programs, with a greater emphasis on experiential learning and real-world applications (Pappas, 2021; Wats & Wats, 2009). According to Academic Partnerships (2023), below are a few examples of learning experiences that could be incorporated into a course:

Incorporate case studies: Case studies are an effective way to bridge the gap between theoretical concepts and practical applications. By analyzing real-world scenarios, students can gain a better understanding of how concepts and theories are applied in the workplace.
Use simulations: Simulations can provide students with hands-on experiences that mirror the challenges they may face in their future careers. For example, a workplace simulation provides a no-risk and structured environment for students to practice decision-making and problem-solving skills.
Invite guest speakers: Inviting professionals from the industry to speak in a course can provide students with valuable insights into the practical application of concepts. Guest speakers can share their experiences and provide advice on how to navigate the professional world.
Offer internships and co-ops: Internships and co-ops can provide students with opportunities to gain practical experience in a real-world setting. They can work on real projects and collaborate with professionals in the industry.
Provide networking opportunities: Networking is a crucial aspect of building a successful career. By offering networking opportunities, such as attending industry events or connecting with alumni, students can build relationships and gain insights into the industry.
Use experiential learning: Experiential learning involves “learning by doing.” By incorporating activities such as role-playing, group projects, and field trips, students can gain practical experience and develop the skills necessary to succeed in the workplace.

Strategies to Enhance the Workplace Relevance of Academic Courses

According to Academic Partnerships (2023), to increase the workplace relevance of academic courses, there are three main strategies that course designers can implement.

The first strategy is to utilize module introductions and summaries to highlight the workplace relevance of course content. Through this, course designers can help students understand how the concepts they are learning can be applied in real-world settings. This can increase student engagement and motivation and help prepare them for successful careers after graduation.
The second strategy is to build authentic learning opportunities that increase student awareness of career opportunities. This can be done by showcasing professionals in the field using interviews, guest lectures, and various types of discussions, such as panel talks, moderated discussion boards, and “Ask Me Anything” talks. In addition, incorporating case studies covering local events can provide students with practical examples of how theoretical concepts are being applied in the workplace.
The third strategy is to increase student confidence by decreasing the articulation gap, providing personalized learning contracts, and utilizing e-portfolios. To achieve this, course designers can intentionally present the curriculum as relevant to the workforce through the following activities: offering opportunities for evaluated career awareness, building confidence through continuous conversations, and utilizing professional resources and connections. Also, guiding students through the development of electronic portfolios that demonstrate to employers the knowledge and skills necessary to be successful at their company or organization could also be beneficial. By implementing these strategies, course designers can enhance the learning experience and prepare students for success in the workforce.

By integrating professional experiences into courses, students can gain a more comprehensive understanding of theoretical concepts and their practical applications. Doing so could improve their learning outcomes and equip them with the skills necessary for their future careers. The SCSU Online and Distance Learning team can provide guidance, literature, and tools to help incorporate professional experiences into a course. Reach out to us via email or through Bookings.

Additional Reading:

For more information on how useful an instructional designer can be to your course, check out this previous blog post.

References:

Academic Partnerships. (2023, February 21). Mirroring professional experiences in your courses [Video]. Academic Partnerships Faculty eCommons. https://facultyecommons.com/webinars/mirroring-professional-experiences-in-your-courses/

Fauxels. (2019). Top View Photo of Group of People Using Macbook While Discussing [Photography]. Pexels. https://www.pexels.com/photo/top-view-photo-of-group-of-people-using-macbook-while-discussing-3182773/

Pappas, C. (2015, January 23). 8 tips to use personal experiences in elearning course design. ELearning Industry. https://elearningindustry.com/8-tips-use-personal-experiences-elearning-course-design

Wats, M. & Wats, R. (2009). Developing soft skills in students. The International Journal of Learning: Annual Review, 15, 1-10. https://doi.org.10.18848/1447-9494/CGP/v15i12/46032

Shagufta Naeem is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is an ACCA’ Member with a bachelor’s degree in applied accounting, a CFA Charter-holder and is pursuing an MBA from SCSU. She has 8 years of work experience specific to Corporate Credit, Audit, Risk Assurance, Internal Controls, and Financial Management.

Learning Strategies

There’s Quality in These Standards: A Student’s Perspective on Quality Matters Reviewed Courses

April 24, 2023 Shagufta Naeem Leave a comment

Quality Matters (QM) is a non-profit organization that offers guidelines and a review process to ensure the quality of online courses. The design of courses is assessed according to the commonly used set of QM Standards. The eight elements covered by the QM Standards are: “course overview and introduction, learning objectives, assessment and measurement, instructional materials, course activities and learner engagement, course technology, learner support, and accessibility” (MarylandOnline, Inc., n.d., para. 2; Sadaf et al., 2019).

The first standard, Course Overview and Introduction, ensures that the course design is clear to students and helps them understand how to start the course. Students value clear instructions on course components and how to get started as the most important feature of a course.
The second standard, Learning Objectives, ensures that objectives are clear, measurable, and properly aligned. Make sure these are easy to understand to help students focus their efforts on the course. Learning objectives result in more efficient use of instructional time and improved learning outcomes.
The third standard, Assessment and Measurement, ensures that assessments align with the learning objectives, are consistent with course activities and resources, and clearly explain grading expectations to students. This helps students tailor their efforts to individual assignments and produce higher-quality work.
The fourth standard, Instructional Materials, ensures that materials are comprehensive and thoughtfully selected to support student learning outcomes. Instructional materials need to be aligned with the learning objectives to better support student success.
The fifth standard, Course Activities and Learner Interaction, ensures that the forms of interaction incorporated into the course motivate students to attain course objectives and promote learning. Intentionally designing courses for increasing students’ engagement can have a positive impact on academic performance (Sadaf et al., 2019).
The sixth standard, Course Technology, ensures that the navigation and technology support student engagement and are used to achieve learning objectives. This could be accomplished through providing a variety of technology , such as multimedia (videos, podcasts, etc.) sources for learning materials and activities.
The seventh standard, Learner Support, ensures that the course provides links to resources for students to access institutional academic policies, technology support, and student support services essential to their success. This allows students to easily locate and partake in the assistance for their needs while taking a course.
Finally, the eighth standard, Accessibility, ensures that the course provides ease of use and accessible learning materials, tools, and learning activities for all students. Meeting this standard helps focus learners’ attention on relevant tasks and reduces time wasted in trying to determine what needs to be accomplished.

During an official QM course review process, a team of peer reviewers assess a course using the standards outlined in the QM Higher Education Rubric. Courses that meet the standards are awarded QM Certification, indicating that the course has met a rigorous set of guidelines for quality online course design. At SCSU, an unofficial, internal quality review can be conducted by the SCSU Online department. The review follows many of the same steps and rubric, with the added value of a personalized approach to the entire process.

Advantages of QM-Reviewed Courses

When students enroll in a QM-reviewed course, they can expect that the course has been developed with a strong emphasis on enhancing student learning and engagement. The QM-reviewed courses are more likely to provide clear learning objectives, engaging and interactive course activities, effective assessment and measurement, and support for learners. According to Academic Partnerships (2023), the following are a few benefits of taking QM-reviewed courses.

These courses have a greater likelihood of providing clear learning objectives due to what is outlined in the second standard. This standard necessitates that the course explicitly outlines what students are anticipated to learn and how they can demonstrate their knowledge or skills. This approach can assist students in comprehending what is expected of them, while assisting them to stay on the right track with their learning.
QM-reviewed courses tend to incorporate engaging and interactive course activities as the fifth standard emphasizes course activities and learner interaction. This requires the course to have activities that encourage active learning and interaction between learners and the course content.
These reviewed courses excel in effective assessment and measurement. The third standard mandates that the course employs assessments that correspond with the learning objectives and provide valuable feedback to students. This approach can help students evaluate their comprehension of the course content and identify areas that need improvement.
Lastly, QM-reviewed courses are more likely to provide support for learners as identified in the seventh and eighth standards for learner support and accessibility. These standards require that the course delivers adequate support for learners, such as technical assistance and support for students with disabilities. This approach can ensure all students have equal access to the course content and can thrive in the course.

Overall, Quality Matters is a renowned organization that offers a set of standards and a review process to ensure the quality of online courses. Students taking online courses may benefit from the fact that QM-reviewed courses are more likely to have been created with an emphasis on student learning and engagement. The SCSU Online and Distance Learning team has instructional designers that are knowledgeable about the Quality Matters standards and can guide you through them. Our department also has workbooks for faculty to use on their own. Reach out to us via email or through Bookings.

Additional Reading:

For more information on how useful an instructional designer can be to your course, check out this previous blog post.

References:

Academic Partnerships. (2023, February 21). The final checklist: Course quality review [Video]. Academic Partnerships Faculty eCommons. https://facultyecommons.com/webinars/the-final-checklist-course-quality-review/

MarylandOnline, Inc. (n.d.). Course design rubric standards. Quality Matters. https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric

Rimoldi, A. (2020). Classmates doing studies for exam together [Photograph]. Pexels. https://www.pexels.com/photo/classmates-doing-studies-for-exam-together-5553050/

Sadaf, A., Martin, F., & Ahlgrim-Delzell, L. (2019). Student perceptions of the impact of quality matters-certified online courses on their learning and engagement. Online Learning, 23(4), 214-233. https://doi.org/10.24059/olj.v23i4.2009

Learning Strategies

Community of Inquiry Model

February 6, 2023 Nishika Gopathi Leave a comment

The community of inquiry model is a framework for teaching and learning in online environments. This model focuses on creating a collaborative and interactive learning environment. It is based on the idea that learning is a social process. This model emphasizes the importance of three interrelated elements: social presence, cognitive presence, and teaching presence.

Social Presence

Social presence refers to the ability of participants in an online learning environment to establish and maintain interpersonal relationships. It is essential because online learning can be isolating, and learners need to feel a personal connection to their peers and instructors, to be motivated and engaged. Communication tools such as discussion boards, breakout rooms, and Zoom meetings can be used for this purpose. These tools allow learners to interact with one another and their instructors, creating a sense of community and connection.

In addition to communication tools, instructors can also promote social presence through activities and assignments that encourage collaboration and interaction among learners. This can include group discussions, peer feedback, and collaborative projects. Social presence is an essential component of effective online learning, and instructors should strive to create environments that foster social interaction and connection among learners.

Cognitive Presence

Cognitive presence refers to the extent to which learners can construct meaning from the information and resources provided in the online environment (Marshall & Kostka, 2020). Cognitive presence requires the active engagement of learners in critical thinking, problem-solving, and reflection. It is essential because online learning can be passive, and learners need to be challenged and supported to make meaning of the material.

In order to foster cognitive presence, instructors should provide learners with opportunities to engage with the material in a deep and meaningful way. This can include case studies, problem-based learning, and open-ended discussion prompts. Instructors can also support cognitive presence by providing timely and constructive feedback on learners’ work, encouraging learners to reflect on their learning, and promoting critical thinking and problem-solving skills.

Overall, cognitive presence is an essential aspect of online learning. Instructors should strive to create environments that support and challenge learners in their efforts to construct meaning from the material.

Teaching Presence

Teaching presence refers to the ability of instructors to design, facilitate, and support online learning activities that foster cognitive presence among learners. This includes providing clear learning goals and objectives, using appropriate instructional strategies, and providing timely and constructive feedback. Teaching presence refers to the role of the instructor in facilitating and guiding the learning process. It is essential because online learning can be unstructured, and learners need guidance and support to succeed.

To establish a teaching presence, instructors should be proactive and responsive in their interactions with learners. This can include responding to learner questions and concerns promptly, providing feedback on learner’s work, and offering guidance and support as needed.

Instructors can also promote teaching presence by communicating clearly and concisely, using various instructional strategies, and providing learners with opportunities to reflect on their learning. Instructors should strive to create environments that support and challenge learners in their efforts to construct meaning from the material.

Together, these three elements form the basis for a rich and engaging learning experience in online environments.

The community of inquiry model emphasizes the importance of ongoing dialogue and interaction among students and instructors to foster a collaborative and supportive learning environment. Through various online tools and technologies, students and instructors can engage in discussions, share resources, and provide feedback on each other’s work.

This model aims to provide an engaging and practical online learning experience that promotes student learning and critical thinking skills. It provides a valuable framework for understanding and improving the quality of online learning. By focusing on the development of social, cognitive, and teaching presence, instructors can create online learning environments that are engaging, challenging, and supportive. This can lead to improved learning outcomes, increased learner satisfaction, and tremendous overall success in online learning.

References:

Arbaugh, J. B. (2008). Does the Community of Inquiry framework predict outcomes in online MBA courses? The International Review of Research in Open and Distributed Learning, 9(2). https://doi.org/10.19173/irrodl.v9i2.490

Danilevich, O. (2020). Man Sitting in Front of Three Computers [Photograph]. Pexels. https://www.pexels.com/photo/man-sitting-in-front-of-three-computers-4974915/

Garrison, D.R., & Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), pp. 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001

Holmes, K. (2020). Ethnic girl having video chat with teacher online on laptop [Photograph]. Pexels. https://www.pexels.com/photo/focused-multiethnic-students-doing-research-together-5940839/

Kampus Production. (2020). Focused multiethnic students doing research together [Photograph]. Pexels. https://www.pexels.com/photo/focused-multiethnic-students-doing-research-together-5940839/

Marshall, H. W., & Kostka, I. (2020, July 31). Fostering teaching presence through the synchronous online flipped learning approach. The Electric Journal for English as a Second Language, 24(2). https://eric.ed.gov/?id=EJ1268565

Norum, S. (2021, September 12). A community of inquiry infographic. RRU Malat Blog. https://malat-webspace.royalroads.ca/rru0167/a-community-of-inquiry-infographic/

Thuan, N., & Hiep, P. (2021, October 6). Virtual classroom connections: Enhancing three presence elements via online tools. Times Higher Education: Campus Learn, Share, Connect. https://www.timeshighereducation.com/campus/virtual-classroom-connections-enhancing-three-presence-elements-online-tools

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St. Cloud State University. She is a student of Information Assurance. She likes to paint and travel in her free time.

Learning Strategies

How Cognitive Load Influences Learners

December 26, 2022 Aketi Harihara Varma and Kendra Self, PhD Leave a comment

Cognitive Load Theory

Cognitive Load Theory (CLT) focuses on how the human brain processes and stores information, often in relation to learning (Sweller, 2010). Instructors should be knowledgeable about the fundamentals of CLT since it puts into consideration how students acquire knowledge.

What Do We Mean by Cognitive Load?

Our working memory can only process a finite amount of incoming information at any given time, this is commonly referred to as cognitive load. This poses a problem since our working memory only processes a very minute amount of all incoming information from our environment. This problem is further compounded by our brains, which only holds on to that information for a few seconds. The cognitive load phenomenon is a result of these circumstances and is broken down into three different types: intrinsic, extraneous, and germane. 

Three Types of Cognitive Load Theory

Intrinsic Cognitive Load

This type of cognitive load refers to the inherent complexity that a student faces when learning new information or a new task. This type of load is harder to alter since it is based on the student’s established background knowledge.

Extraneous Cognitive Load

This type of cognitive load refers to the mental resources expended during the process of learning new information or a new task, which do not contribute to learning. This type of load can be controlled by the instructor and should be decreased so that student learning is as optimal as possible.

Germane Cognitive Load

This type of cognitive load refers to the mental resources expended during the process of learning new information or a new task, which stores what is acquired into our long-term memory. This is the ideal cognitive load for student learning and is based heavily on the student’s established background knowledge. This is when students connect new information to previously learned information, which helps them recall it in the future. This is akin to the “light bulb going off” in their heads when they finally get it.

You can learn more about Cognitive Load Theory at this website.

How Does Cognitive Load Theory Impact Learning?

It helps to first understand how our memory functions to comprehend CLT. Designing training or learning materials that place less stress on students’ working memory can help them learn more efficiently. This is possible with the aid of CLT. The concept of CLT can be utilized in a variety of ways when it comes to learning and training. The CLT, which was first put forth by psychologist John Sweller in 1980, is a theory of learning concerning working memory that can assist us with making judgments about how to construct online courses.

Three components of our memory have been identified as the following:

Sensory Memory
Short-Term Memory
Long-Term Memory

Sensory Memory

This occurs when all the information we receive from our senses is processed by our sensory memory, which takes in everything from our environment. In under a half-second, it looks over each bit of information to see if there is anything noteworthy that we should take notice of.

Short-Term Memory

Certain information is drawn to our attention and stored in our short-term memory. The maximum amount of time that knowledge can be stored in our short-term memory is under a minute, yet employing our inner voice to repeat information can significantly increase that amount of time.

Long-Term Memory

If we want to remember the information to use in the future, it must be moved into our long-term memory. This is where information is filed, and ready for us to retrieve when we need it. The difficulty lies in moving information from our short-term memory to our long-term memory and then storing it in a fashion that enables us to recover it later. To make it easier for us to access new information in the future, our brain connects it to prior knowledge stemming from relevant areas. Our long-term memory appears to have an infinite storage capacity.

What Can Faculty Do to Support Cognitive Load Theory in Their Course Design?

Understanding students’ capacity for information processing and storing is more closely tied to CLT. It is an idea that all educators in both private and public schools should embrace since it clarifies how students digest information. To accomplish the relevant learning outcomes to help students’ cognitive load be to become lowered, one must consider how to use an educational format.

According to the theory, instructors should relieve any undue stress on short-term memory so that students may concentrate on the information that has to be stored in their long-term memory. It is critical to remember that they are predicated on the idea that the students are beginners and that the content is complicated. To decrease the superfluous impact on cognitive load when teaching, several principles, techniques, and theories have been developed.

Mayer’s Cognitive Theory of Multimedia Learning

According to Mayer (2009), “the Cognitive Theory of Multimedia Learning (CTML) is based on three different processing assumptions: dual-channels, limited capacity, and active processing” (p. 31). Multimedia learning presents information in the form of words and images. It is in the arrangement of these words and images that Mayer (2009) believed could have increased or decreased a student’s learning of the material. Mayer (2009) also believed that learning through the use of multimedia should not have decreased learning through the facilitation of extraneous cognitive load. To assist with this, Mayer developed several principles.

Mayer’s 12 Principles of Multimedia learning

The Coherence Principle
The Signaling Principle
The Redundancy Principle
The Spatial Contiguity Principle
The Temporal Contiguity Principle
The Segmenting Principle
The Pre-Training Principle
The Modality Principle
The Multimedia Principle
The Personalization Principle
The Voice Principle
The Image Principle

You can learn more about Cognitive Load Theory at this website.

Understanding the concept of cognitive load and how it impacts students is crucial to teaching practices. By not providing students with too much information to process at once, the brain is free to work optimally to store any newly acquired information. If you need more information on or would like to modify your course for cognitive load, SCSU Online and Distance Learning team is here to assist. Please reach out to us via email or through Bookings.

References:

Ayres, P., & Sweller, J. (2005). The split-attention principle. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 135–146). New York: Cambridge.

Choi, H., van Merriënboer, J.J.G., & Paas, F. (2014) Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26, 225–244. https://doi.org/10.1007/s10648-014-9262-6

Debue, N., & van de Leemput, C. (2014). What does germane load mean? An empirical contribution to the cognitive load theory. Frontiers in Psychology, 5, 1099. https://doi.org/10.3389/fpsyg.2014.01099

Ge, S., & Lai, X. (2021). Strategies for information design and processing of multimedia instructional software —Based on Richard E. Mayer’s multimedia instructional design principles. International Journal of Educational Technology and Learning, 10, 40-46. https://doi.org/10.20448/2003.101.40.46

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University Press.

Moryak, N. (2022). Art Concept of a Person Loosing a Brain [Photograph]. Pexels. https://www.pexels.com/photo/art-concept-of-a-person-loosing-a-brain-9162031/

Niederhauser, D. S., Reynolds, R. E., Salmen, D. J., & Skolmoski, P. (2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23(3), 237–255. https://doi.org/10.2190/81BG-RPDJ-9FA0-Q7PA

Piacquadio, A. (2020). Strict female teacher with book pointing at scribbled blackboard [Photograph]. Pexels. https://www.pexels.com/photo/strict-female-teacher-with-book-pointing-at-scribbled-blackboard-3771074/

Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), p123-138. https://doi.org/10.1007/s10648-010-9128-5

Harihara Varma Aketi is a Graduate Assistant for Online and Distance Learning at St Cloud State University. He is a student of Computer Science. He likes traveling, playing Cricket, and swimming.