Theories Guiding E-Learning Cognitive Learning Style

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Theories Guiding E-LearningCognitive
Learning Style

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Cognitive Learning Theory

• Cognitive Learning Theory (hyperlink under
  development) involves the mental process of
  receiving and processing information
• Learning is meaningful when it relates to
  concepts the learner already knows and
  understands
• Adults need to be able to impose their own idea
  of structure on the learning material
• Some cognitive styles have more global approach
  and can easily navigate through the e-learning
  system and concentrate on the learning
• Other cognitive styles become overwhelmed and
  disoriented with navigating the system and have
  difficulty with the learning material

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Cognitive Load

• E-learning requires users to perform multiple
  tasks simultaneously
• Navigate the e-learning system
• Attend to the learning content
• If learners have to focus more on navigating the
  system this will reduce the focus on learning
• If the learner focuses more on the learning
  material and less on navigating the system the
  learner may feel disorientated
• Cognitive load (hyperlink under development)

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Applying Cognitive Learning Theory to E-Learning

• You will need to
• Ensure learning material is relevant by
  critically analyzing previous knowledge,
  conceptions and basic assumptions
• Customize the instructional material to meet
  learners preferences
• Provide training on navigating the e-learning
  system prior to starting the learning to reduce
  cognitive overload
• Utilize a variety of methods to provide the same
  instruction to keep learners motivated and
  engaged
• Build less linear structure by using hyperlinks
  (hyperlink under development)
• Utilize the element of entertainment, such as
  story telling to keep the learner interested and
  engaged
• Learning games (hyperlink under development)
  helps the learner to relax which promotes
  learning

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Multimedia Principle

• In presenting instructional material consider
• Using both graphics and text rather than text
  alone
• Graphics add cognitive value and provide further
  explanation
• The learner constructs relationships between text
  and graphics allowing a deeper and more
  active processing of learning
• Short video clip (hyperlink under development)

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Contiguity Principle

• Text should be placed next to graphics rather
  than underneath it or separated requiring
  scrolling or linkages
• Locating the graphic and text near each other
  allows the learner to focus on the learning and
  not on navigating the system

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Modality Principle

• In presenting instructional material consider
• Using audio instead of only text whenever
  appropriate
• Learners are likely to manage and integrate more
  information when presented in both text and audio
• Splitting the learning material between the
  visual and auditory senses helps to prevent
  overload
• Audio Clip (hyperlink under development)

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Personalization Principle

• In presenting instructional material consider
• Being less formal and using more conversational
  tone in designing the instructional material
• I like using first and second person which allows
  the learner to connect with the content
• Use of online aids, such as help lines, or
  virtual coaches which helps to reduces tension
  and gets the learner to engage in the learning
  material
• My story is click here (hyperlink under
  development)