The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be...

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Autores principales:	Christopher Lange, Jamie Costley, Seung-Lock Han
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	e-learning cognitive load distance learning extraneous load germane load online learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/3f2ef4bc6a56411781f7479c0a98500a
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spelling	oai:doaj.org-article:3f2ef4bc6a56411781f7479c0a98500a2021-12-02T19:20:53ZThe Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment10.19173/irrodl.v18i5.30281492-3831https://doaj.org/article/3f2ef4bc6a56411781f7479c0a98500a2017-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3028https://doaj.org/toc/1492-3831Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of improving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction. Christopher LangeJamie CostleySeung-Lock HanAthabasca University Pressarticlee-learningcognitive loaddistance learningextraneous loadgermane loadonline learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 5 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-learning cognitive load distance learning extraneous load germane load online learning Special aspects of education LC8-6691
spellingShingle	e-learning cognitive load distance learning extraneous load germane load online learning Special aspects of education LC8-6691 Christopher Lange Jamie Costley Seung-Lock Han The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment
description	Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of improving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction.
format	article
author	Christopher Lange Jamie Costley Seung-Lock Han
author_facet	Christopher Lange Jamie Costley Seung-Lock Han
author_sort	Christopher Lange
title	The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment
title_short	The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment
title_full	The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment
title_fullStr	The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment
title_full_unstemmed	The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment
title_sort	effects of extraneous load on the relationship between self-regulated effort and germane load within an e-learning environment
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/3f2ef4bc6a56411781f7479c0a98500a
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The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

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