{"title":"The relationship between e-learning personalisation and cognitive load","authors":"C. Lange","doi":"10.1080/02680513.2021.2019577","DOIUrl":null,"url":null,"abstract":"ABSTRACT Cognitive processing issues online may be reduced through e-learning personalisation, which allows learners to address individual learning needs by controlling how they process information. While some research shows that e-learning personalisation may actually complicate information processing under specific circumstances, this study examines whether it can be successful over the course of an entire semester. Survey responses from a group of university students taking massive online learning classes in South Korea (n = 2,160) were analysed to investigate relationships involving e-learning personalisation and various elements of cognitive load. Results showed that as e-learning personalisation levels increased, negative aspects of cognitive load decreased. These results support cognitive load reduction strategies in ways that traditional lectures replicated in online environments cannot.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Open Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02680513.2021.2019577","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT Cognitive processing issues online may be reduced through e-learning personalisation, which allows learners to address individual learning needs by controlling how they process information. While some research shows that e-learning personalisation may actually complicate information processing under specific circumstances, this study examines whether it can be successful over the course of an entire semester. Survey responses from a group of university students taking massive online learning classes in South Korea (n = 2,160) were analysed to investigate relationships involving e-learning personalisation and various elements of cognitive load. Results showed that as e-learning personalisation levels increased, negative aspects of cognitive load decreased. These results support cognitive load reduction strategies in ways that traditional lectures replicated in online environments cannot.