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Learning Strategies

Engaging Learners in the eLearning Classroom

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Due in large part to the growth of online learning platforms and remote employment, eLearning has gained in popularity. eLearning has several advantages, but it can also pose challenges for students, such as the lack of face-to-face interaction and the potential for distractions. To ensure that all students have successful and pleasurable learning experiences considering the continuous rise of eLearning, it is crucial to put learner engagement first (Gao et al., 2013).

Strategies to Enhance Engagement in the eLearning Classroom
Create Interactive Content

Interactive material is one of the best strategies to keep students interested in the eLearning classroom. This can include video quizzes, games, simulations, and other learning activities. These activities can motivate students to take an active role in their education. Students are more likely to remain motivated and engaged throughout the learning process when given interactive content (Abykanova et al., 2016).

Provide Opportunities for Collaboration

Collaboration in a course is useful to promote the following purposes: “fostering community, sharing information and perspectives, and applying critical thinking and problem-solving skills” (Gao et al., 2013, p. 478). This can be accomplished in the online classroom through discussion boards, group projects, or virtual study groups. Students can interact with their classmates by exchanging ideas and getting feedback on their work.

Use Multimedia

Engaging students using multimedia in the eLearning classroom is another useful strategy. This can contain audio files, infographics, movies, and other visual aids that might improve students’ comprehension and memory of the learning material (Zhang et al., 2006). Multimedia could also be an assistive tool for students who may need another form of instruction or a visual application, that is separate from text.

Provide Personalized Feedback

Personalized feedback is an essential part of the learning process. Quizzes, tasks, and evaluations in the eLearning classroom provide students with the opportunity for tailored feedback. Students can get a chance to understand their strengths and weaknesses, pinpoint areas for progress, and feel more encouraged to continue their educational journey.

Foster a Sense of Community

Taking an online course can be particularly isolating.  This can be especially true for students taking an asynchronous online course. Fostering a sense of community, by increasing social presence, can boost students’ motivation and engagement (Wei et al., 20212).  This lends itself to increasing the likelihood of students feeling more linked to both their teacher and their peers (Wei et al., 20212). For the best learning outcomes in the eLearning classroom, student engagement is essential. Teachers can keep students motivated and involved throughout their learning process by developing interactive content, allowing chances for collaboration, utilizing multimedia, delivering individualized feedback, and building a feeling of community. Engagement in the online environment can be difficult, but not impossible.  If you would like to learn more about different techniques and activities that can be easily incorporated into your online course, please 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 engagement through the use of interactive applications, check out this previous blog post.

For more information on social presence and the other presences that make up the Community of Inquiry model, check out this previous blog post.

References:

Abykanova, B., Nugumanova, S., Yelezhanova, S., Kabylkhamit, Z., & Sabirova, Z. (2016). The use of interactive learning technology in institutions of higher learning. International Journal of Environmental and Science Education, 11(18), 12528-12539. https://files.eric.ed.gov/fulltext/EJ1124626.pdf     Gao, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483.             https://doi.org/10.1111/j.1467-8535.2012.01330.x    K, M. (2022). Woman engaging in her work duties [Photograph]. Pexels. https://www.pexels.com/photo/woman-engaging-in-her-work-duties-12911794/ Rotar, O. (2022). Online student support: A framework for embedding support interventions into the online learning cycle. Research and Practice in Technology Enhanced Learning, 17(2).             https://doi.org/10.1186/s41039-021-00178-4 Wei, C-W., Chen, N-S., & Kinshuk. (2012). A model for social presence in online classrooms. Education Technology Research and Development, 60(3), 529–545. https://doi.org/10.1007/s11423-012-9234-9 Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004   Harihara Varma Aketi is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. He did his bachelor’s degree in Information Technology, and currently, he is pursuing a Master’s in Computer Science at Saint Cloud State University.

Learning Strategies

How Cognitive Load Influences Learners

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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 

Drawing of a person with the top of their head open to release their intact brain spewing out like a fire hydrant.

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.