The online learning modality that was picked by my group (The DeeGees) was online educational video, more specifically the platform of Lynda.com. There is an abundance of online video based courses from a variety of organizations such as Khan Academy and Open Professionals Education Network. Some of these sites have very targeted audiences, whether it be K-12 tutoring or occupational professional development. Lynda.com purports to be a platform that provides training in software, creative and business skills (Lynda.com, 2018). Given the wide variety of topics and the varying skill levels needed to complete the courses, I would like to examine the effects of cognitive load theory on such a medium.
Cognitive overload is “when the degree of mental effort exceeds processing capabilities” (Bradford, 2011, p. 217). Audio and video information can provide more information at a given moment to the brain when compared to textual information. While this can be more efficient, it can also be overbearing when there is too much to absorb. Subject matter can also factor into cognitive load. For example, when someone is learning how to perform a task, it may be easier to learn visually. For something that is not task-oriented like learning history or technical information, it may be more beneficial to read text or have less audio visual media. The length of such media is also important as studies have shown that there is a limit to how much an individual can recall from video exceeding a certain length (Wong, Leahy, Marcus & Sweller, 2012).
So far in exploring briefly through the course Photography Foundations: Composition, I have found that the videos are relatively short in length (approximately 5 minutes on average). I believe this will help with reducing the cognitive load on a student. The topic of photography is relatively new to me and the course itself is targeted to beginners so it makes sense that the number of concepts and ideas introduced in each video is reduced. Of course, it remains to be seen whether these ‘short’ videos will introduce more complicated topics within the timeframe. What other factors should I consider in determining cognitive load?
References
Bradford, G. R. (2011). A relationship study of student satisfaction with learning online and cognitive load: Initial results. The Internet and Higher Education, 14(4), 217–226.
Lynda.com. (2018). About Us | lynda.com. Retrieved April 18, 2018, from https://www.lynda.com/aboutus/
Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22(6), 449-457.