Professional Documents
Culture Documents
Jody R. Becker
Author Note
jody.r.becker@gmail.com
ONLINE LEARNING: A COGNITIVE APPROACH
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ONLINE LEARNING: A COGNITIVE APPROACH
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Abstract
The American Association for Community Colleges (AACC, 2015) reported that community
college enrollment decreased by 3.5 percent from fall 2013 to fall 2014, while a report from The
Instructional Technology Council, a group associated with the AACC, indicated that there was a
4.7 percent increase in online class enrollment for that same year (2015). The retention and
completion rates of online classes and programs are lower than traditional classes and this may
be cause for concern. While enrollment in online classes is increasing the drop and withdrawal
rates in online classes are six to seven times higher than in face to face programs (Boston and
Ice, 2011). Retention in online classes is a growing topic of discussion at community colleges
because online classes may account for most of the growth in this sector in recent years. It is
imperative that course planners and designers are aware of the various components in online
classes that can create a positive, or negative, learning experience for students attending online.
Online classes are different than face to face classes, cognitive load must be considered as
information is designed and presented, and knowledgeable faculty must be hired or trained to
create robust online programs that support retention and completion. If these considerations are
part of online course development processes at community colleges, then the institution will not
only improve the quality of classes they offer, but maintain acceptable retention and completion
Introduction
Retention in online classes is a growing topic of discussion at community colleges and
released the 2016-20 Strategic Plan for higher education and the plan defines six key priorities,
many of which are aimed at student support and completion at community college (Higher
Education Coordinating Commission, 2016). Oregon has made progress toward the states 40-
40-20 goal, yet not all the states populations have experienced equally the benefits of improving
completion rates. The 40-40-20 stemmed from educational reform efforts in 2011 where the
Legislature adopted Senate Bill 253 that aims for 40% of Oregonians to have a baccalaureate
degree or higher, 40% to have an associates degree or certificate in a skilled occupation, and the
remaining 20% to have at least a high school diploma, equivalent, or GED. Colleges are
accountable to their students and the state to implement the best practices possible concerning
retention and completion at their institution. States, as the leading investors in higher education,
have the power and authority to demand more from higher education, and in Oregon, they are
Online classes may account for most of the growth occurring at community colleges in recent
years. The American Association for Community Colleges (AACC, 2015) reported that
community college enrollment decreased by 3.5 percent from fall 2013 to fall 2014, while a
report from The Instructional Technology Council, a group associated with the AACC, indicated
that there was a 4.7 percent increase in online class enrollment for that same year (2015).
Enrollment in online classes may be increasing, however, this is cause for concern because
dropout rates in online classes are six to seven times higher than in face to face programs
(Boston & Ice, 2011). These high dropout rates, or lack of retention in online classes, should be a
ONLINE LEARNING: A COGNITIVE APPROACH
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major concern for any college hoping to maintain quality of education and completion rates,
while simultaneously, expanding their online course offerings. Instructors and course designers
need to consider cognitive load theories and the learning needs of their students to create classes
that will retain that will retain students and provide a positive online learning experience.
Its imperative that course planners and designers are aware of the various components in online
classes that can create a positive, or negative, learning experience for students attending online.
Online classes are different than face-to-face classes, and because of the complexity of the
components involved, cognitive load theories must be considered as information is designed and
presented. Knowledgeable faculty must be hired or trained to create robust online programs that
support retention and completion. Online course designers must be well educated about learning
theories and apply these theories to their work, as well as provide professional development
If cognitive load and multimedia are considered as major components of online course design,
faculty are aware of how their interactions with students effect class retention, and faculty and
course designers are informed of current instructional models, then it may be possible to increase
retention rates in online classes at community colleges. If these considerations are part of the
online course development processes at community colleges, then the institution will not only
improve the quality of classes they offer, but maintain acceptable retention and completion rates
Online classes have been shown to increase learning success if they are designed well. A 2009
study compared an online class to a face to face class and measured learning success and gains in
both groups. This study utilized pre and post assessments to determine prior knowledge of
learners. When the post assessment results were confirmed, the researchers found that online
students had a 42% grade improvement. Students attending the same material in a face to face
class had a 21% grade improvement. In this particular study, online students nearly doubled their
Reuters study showed that online classes can be just as successful, if not more successful, than
face to face classes. Both groups met the objectives and course outcomes for this particular
subject, and the online group gained twice as much knowledge and skills than those attending the
same subject face to face. In order for this to take place, an online class must be designed and
facilitated appropriately. Studies have shown that design had a significant impact on the nature of
the interactions and whether students approached learning in a deep and meaningful way.
Structure and leadership have been found to be crucial for online learners to take a deep and
meaningful approach to learning (Garrison & Cleveland-Innes, 2005). Course designers must
consider current research on cognitive theories and other components of online education that
Cognitive Load Theory (CLT) is a psychological learning theory that has provided the basis for
exploring instructional design and learning processes. While a learner is attending information,
ONLINE LEARNING: A COGNITIVE APPROACH
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they are simultaneously processing it (Ormrod, 2016). For maximum learning to take place,
there must be a balance of information as it is presented in the class so that the learner can
process the information in the working memory without becoming overwhelmed or missing any
of the information. Cognitive theory applies to face to face classes as well as online classes,
however, with the use of technology, we can go a step deeper and consider the affects that
multimedia technology can have on cognition in online education. There are ways to incorporate
and present information that are conducive to learning while poor design may lead to decreased
Mayers (2015) multimedia principal asserts that people learn more deeply from words and
pictures than from words alone (Mayer, 2015). This is due to the idea that the human cognitive
system is known to have two main channels, one for visual or pictorial processing and one for
auditory or verbal processing. Mayers Cognitive Theory of Multimedia Learning states that in
order for meaningful learning to occur the learner must select relevant words for processing in
verbal working memory, select relevant images for processing in visual working memory,
organize selected words into a verbal model, organize selected images into a pictorial model, and
integrate the verbal and pictorial representations with each other and with prior knowledge
(Mayer, 2015)
These processes to not necessarily occur linearly and that successful multimedia learning
requires that the learner be aware of and monitor these five processes. The same is true of
instructional design. The designer must be aware of these processes and consider how the
ONLINE LEARNING: A COGNITIVE APPROACH
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material presented will be processed in the cognitive systems of the human mind as it is
A recent study tested Mayers Cognitive Theory of Multimedia learning in an online setting. The
control group was presented information in the more traditional fashion with pictures, captions,
and text on each slide. The experimental group was presented the same material, but it was
adjusted so that the captions were removed, the pictures were animated, and the text was narrated
rather than printed. They tested for information retention and transferability, and found that the
experimental group could retain and transfer more information compared to the control group
This study shows that the rate of information retention and information transferability can be
improved from minor adjustments in presentation and instructional design. Its important that the
course designers consider cognitive load of their learners. When a learner is feeling confused or
attention. Excessive load, deficient materials, navigational structure, and incompetent use of
hypermedia, will likely lead to rapid exhaustion and scattering of attention (Lehtonen,
Thorsteinsson, & Page, 2007). This can lead to emotional states that have negative effects on
Mental Load
In a study that observed emotional experiences in online education the emotional situations
related to online learning were examined from the perspectives of cognitive load, emotional load,
and situational anxiety/pleasure. In this study, situational anxiety was an emotional response to a
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situation that is perceived as too rapidly changing. This is what some have referred to as mental
load, a concept derived from Swellers theoretic model of cognitive load supplemented with
emotional load. Mental load implies an excessive burden in relation to a learners emotional and
cognitive resources that is caused by the structures and activities that they are participating in,
including related equipment and materials. (Lehtonen, Thorsteinsson, and Page, 2007). When the
mental load is too high, the learner is unable to study and retain material. It is important that the
Mayers theories, then learning will be supported, enhanced and even remembered. It is
important that course designers and instructors are aware of how this balance affects the learning
process. If the tools and instructions are not clear enough, the student may try to find fault in
himself (Lehtonen, Thorsteinsson, & Page, 2007). The results of this study reinforce that
reducing the students mental load and situational anxiety to a sufficiently low level and creating
and maintaining an appropriate emotional environment are essential factors to be accounted for
Faculty Interaction
The quality and frequency of communication with the instructor may provide the necessary
support and clarifications to avoid heightened emotions that inhibit learning. Effective online
learning must utilize the strengths of written communication because of the asynchronous nature
of learning management systems. The key is not to inundate students with information, but rather
to identify the central idea and allow students to reflect on it, and make connections in a way that
ONLINE LEARNING: A COGNITIVE APPROACH
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encourages construction of ideas and higher order learning. If learners are overwhelmed with
material, or inundated with excessive use of hypermedia, then learning will likely be undermined
and students feel overwhelmed with information. This may lead to an increased mental load and
distress. It is important that instructors communicate often with students are available to answer
How students approach study and classroom material has been shown to be strongly influenced
by the design and teaching approach in online classes. This approach required continued
guidance throughout the course. A 2005 study found that teaching presence contributes to a deep
approach to learning, while interaction alone does not yield the same results (Garrison &
Cleveland-Innes, 2005). The authors of this study suggest that the quality of interactions must be
a specific component of the design goal and interactions should be facilitated and directed in a
sustained manner. Based on this study, it is apparent that the course design and approach to
When expert online faculty and online students were interviewed to see what they determined as
the top five factors of student retention in online classes, it was found that students and faculty
disagreed on the top factor of retention. Perhaps this disagreement is a partial cause for low
retention rates in online courses. Research revealed that faculty believed student self-discipline,
quality of faculty and student interactions, institutional support to students, the last grade
received in an online class, and finally the number of transfer credits received by the student are
the top five factors affecting student retention in online. Contrary to this, students believed that
increased faculty instruction, meaningful feedback given to students, the number of transfer
ONLINE LEARNING: A COGNITIVE APPROACH
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credits received, adequate GPA, and institutional support were the top five determinants of
retention in order of greatest impact to least (Gayton, 2015). In this study, both groups agreed
that the meaningful feedback and quality interactions between students and faculty had a positive
impact on retention of students, however, faculty believed that self-discipline was the most
important factor, and students believed that quality faculty interaction was most important. Based
on this study, it can be deduced that the online presence of class facilitators has a direct link to
retention of students in online classes and that feedback is a positive correlate as well. For
faculty to increase retention of students in the classes they teach online, then they must check in
Regarding priority concerns or practices that may affect student retention in fully online
programs, another study found that student support and connection with the institution, quality
interaction between faculty and students, as well as student self-discipline were the largest
contributors. The results of this model and search for emergent themes, reveals, once again, that
the quality interactions between faculty and students is a large indicator of retention in the online
classroom. Through these interactions, connections are made and faculty can support students
The faculty view of why students drop out is much different that the reason why students say
they drop out. In a recent study faculty claimed that student self-discipline is one of the most
important factors for student success in online classes (Heymann, 2010), while students say the
top reason for dropping out is that faculty do not offer the instruction that they need to succeed
ONLINE LEARNING: A COGNITIVE APPROACH
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(Gayton, 2015). The inconsistencies between what faculty and students believe contribute to
retention in online classes may be the grounds for the high dropout rates in online courses
Within any learning context, individual differences can be found in patterns of thinking and
reasoning about information, how individuals process information, preferences for information
processing, and how past knowledge, skills, or ability influence the learning process. These
characteristics of learning will undoubtedly, influence how an individual learns online. Overall, it
is important that students stay motivated in the class. These factors include interests,
expectancies, values, goals, and attributions (Ormrod, 2016). Jeanne Ormrod, the author of
Human Learning, contributes that students learn more when they find the classroom material
interesting as well as informative. Students will also, be more optimistic about their chances of
success when they have environmental support for their efforts and that students are more
motivated to learn classroom subject matter when they believe it has value for them personally
Recommendations
Cognitive and mental load are components that must be considered when presenting information
as well. Some programs have adopted the following strategies to avoid mental overload in online
classes. The designers have limited the amount of content and activities to reduce memory
overload. Recommendations are that instructors break lectures into 10 12 minute chunks of
information because the short lectures make it easier for students to complete in one sitting and
ONLINE LEARNING: A COGNITIVE APPROACH
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fits better with the learning cycle. That instruction is organized around the learning cycle in that
it is organized into sections or modules. Each module contains an introduction to the new content
in the form of video or recording, then the student has an opportunity to apply the information,
graphic organizer is provided for the course. It is easy for students to get lost in the hypertext
environment and to avoid frustration and mental overload, its important that students are
provided with a map or visual organization tool for the course (Johnson & Aragon, 2003).
Faculty presence in an online classroom is more than just interaction, it is creating a learning
environment that is safe, encouraging, and supportive for the diverse array of learners that are
guided through the learning process by course design and facilitation. It is the responsibility of
educators to provide quality material in a format that considers cognitive theory, metacognition,
the use of multimedia, instructor and student interactions, as well as individual needs. If these
considerations are part of the online course development processes at community colleges, then
the institution will not only improve the quality of classes they offer, but maintain acceptable
retention and completion rates while simultaneously increasing student enrollment at their
college.
ONLINE LEARNING: A COGNITIVE APPROACH
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ONLINE LEARNING: A COGNITIVE APPROACH
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References:
Baxter, J., (2012) Who Am I and What Keeps Me Going? Profiling the Distance Learning
Dziuban, C., Moskal, P., Thompson, J., Kramer, L., (2015) Student Satisfaction with Online
http://eric.ed.gov/?q=online+learning&id=EJ1062943
Gaytan, J., (2015) Comparing Faculty and Student Perceptions Regarding Factors That Affect
http://www.tandfonline.com/doi/abs/10.1080/08923647.2015.994365?journalCode=hajd2
Volume 19
Heymann, E., (2010) Overcoming Student Retention Issues in Higher Education Online
http://eric.ed.gov/?id=ED520316
Higher Education Coordinating Commission (2016) Oregon Higher Education Strategic Plan
https://www.oregon.gov/HigherEd/Documents/HECC/Reports-and-Presentations/HECC-
StrategicPlan_2016.pdf
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Hordmann, G., Chao, J., (2012) Design and Implementation Challenges to an Interactive Social
http://www.ijikm.org/Volume7/IJIKMv7p091-107Hordemann610.pdf
Johnson, S., Aragon, S., (2003) An Instructional Strategy Framework For Online Learning
https://www.researchgate.net/profile/Steven_Aragon/publication/227535246
Lehtonen, M., Thorsteinsson, G., Page, T., (2007) Observing Emotional Experiences in Online
http://files.eric.ed.gov/fulltext/EJ1066316.pdf
Mayer, R., (2014) Cognitive Theory of Multimedia Learning, The Cambridge Handbook of
Ormrod, J., (2016). Human Learning (7th ed.) Upper Saddle River, NJ:Merrill/Prentice Hall
Ron Reuter (2009) Online Versus in the Classroom: Student Success in a Hands-On Lab
http://eric.ed.gov/?id=EJ855378
Smith, A., (2015) The Increasingly Digital Community College. Inside Higher Ed Retrieved
From: https://www.insidehighered.com/news/2015/04/21/survey-shows-participation-
online-courses-growing
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Shaw, C., Wu, X., Irwin, K., Patrizi, L.A., (2016) Faculty Personality: A Factor of Student
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Thompson, N., McGill, T., (2008) Multimedia and Cognition: Examining the Effect of Applying
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