Differences in Learning Effectiveness Across Management Learning Environments: A Cognitive Load Theory Perspective

被引:3
|
作者
Mueller, Fabian Alexander [1 ,2 ]
Wulf, Torsten [1 ]
机构
[1] Philipps Univ Marburg, Marburg, Germany
[2] Philipps Univ Marburg, Universitatsstr 24, D-35037 Marburg, Hessen, Germany
关键词
blended learning; case study; cognitive load theory; learning design; learning effectiveness; management education; working memory; FACE-TO-FACE; INSTRUCTIONAL-DESIGN; STUDENTS PERCEPTIONS; HIGHER-EDUCATION; PERCEIVED EASE; ONLINE; PERFORMANCE; SATISFACTION; COURSES; ACHIEVEMENT;
D O I
10.1177/10525629231200206
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only improve learning effectiveness if they can influence the mechanics underlying the working memory. Drawing on cognitive load theory from educational psychology, we posit that blended learning, by using technology as a differentiator, provides instructional designers with additional options and tools. When utilized effectively, these choices can reduce learners' cognitive load related to the design and increase cognitive load related to learning. Our assumptions are based on a case study with two different learning formats, including a blended environment that actively integrates technologies into the curriculum. Empirical evidence supports our hypotheses. We contribute to educational technology research in management education by explicitly considering the mechanics of the cognitive system and the effects of instructional design, curriculum choice, and related technology use. Our results suggest that blended environments can improve learning effectiveness if technologies are well integrated into curricula. Educational technologies, thus, provide entirely new opportunities for management educators but also require faculty development.
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页码:802 / 828
页数:27
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