A learning strategy to compensate for cognitive overload in online learning: Learner use of printed online materials

ASIAIR > College of Medical and Health Science > Department of Psychology > Journal Article > Item 310904400/9171

Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/9171

Title:	A learning strategy to compensate for cognitive overload in online learning: Learner use of printed online materials
Authors:	Chang, S. L.;Ley, K.
Date:	2006
Issue Date:	2010-05-04 02:12:27 (UTC+0)
Abstract:	The purpose of this study was to investigate the relationship between achievement and the quantity of online course materials that students printed and the frequency with which they reported using them. One hundred thirty-two graduate students from one of 11 hybrid or online classes voluntarily completed a self-report survey asking how much they printed (0%, 25%, 50%, 75%, 100%), how often they used printed materials (almost never, rarely, sometimes, often, almost always), and preference for either print, onscreen, or none. Neither quantity printed nor frequency used was related to achievement. But learner preference was associated with achievement; onscreen preference learners had higher mean rank scores than print and no preference learners. There were no achievement differences between the online and hybrid learner groups. Learners, who printed more, used more and preferred print online materials and experienced more onscreen reading difficulty than learners who printed less. Learners who used print materials more preferred reading printed materials, had difficulty reading onscreen, and were older.
Relation:	Journal of Interactive Online Learning 5(1)
Appears in Collections:	[Department of Psychology] Journal Article

Files in This Item:

File	Size	Format
	0Kb	Unknown	667	View/Open