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Using Instructional Design and Cognitive Load Management Theories to Improve the Efficiency of a Video-Based College Algebra Learning Environment Through a Note-Taking Guide and Learner Control

Abstract The problem under investigation was to determine if a specific outline-style learning guide, called a Learning Agenda (LA), can improve a college algebra learning environment and if learner control can reduce the cognitive effort associated with note-taking in this instance. The 192 participants were volunteers from 47 different college algebra and pre-calculus classes at a community college in the southwestern United States. The approximate demographics of this college as of the academic year 2016 – 2017 are as follows: 53% women, 47% men; 61% ages 24 and under, 39% 25 and over; 43% Hispanic/Latino, 40% White, 7% other. Participants listened to an approximately 9-minute video lecture on solving a logarithmic equation. There were four ... (more)
Created Date 2018
Contributor Tarr, Julie Charlotte (Author) / Nelson, Brian (Advisor) / Atkinson, Robert (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Subject Instructional design / Educational technology / Education / cognitive load / instructional design / Learning agenda / learning guide / note-taking / video-based lecture
Type Doctoral Dissertation
Extent 114 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Educational Technology 2018
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis