University of Tasmania
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Using cognitive load theory compliant instructional resources to enhance learning.pdf (649.71 kB)

Using cognitive load theory compliant instructional resources to enhance learning

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conference contribution
posted on 2023-05-23, 13:45 authored by Seedwell Sithole, Datt, R
In Australia, coursework satisfaction has been regularly highlighted by the national Graduate Outcomes Survey (GOS) as a critical area that requires improvement. An innovative approach to presenting instructional materials that has proved successful is the delivery of text, diagrams and other presentations in an integrated format. There has been little attention given to examining whether cognitive load theory is a useful conceptual framework to reference when designing and presenting accounting unit information on a learning management system and in tutorial discussions. We briefly describe cognitive load theory, its grounding in human cognitive architecture, and the evidence supporting it. The paper then reports the results of an investigation carried out at an Australian university, using a questionnaire, into students' perceptions of a newly designed instructional resources and tutorial presentations. The findings reveal that students are very positive about the introduction of integrated instructional materials.

History

Publication title

2018 AFAANZ Conference: Full Program

Pagination

1-28

Department/School

TSBE

Publisher

AFAANZ

Place of publication

Brisbane, QLD

Event title

2018 AFAANZ Conference

Event Venue

Brisbane, QLD

Date of Event (Start Date)

2018-06-30

Date of Event (End Date)

2018-07-03

Rights statement

Copyright unknown

Repository Status

  • Open

Socio-economic Objectives

Learner and learning not elsewhere classified

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    University Of Tasmania

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