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The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university

机译：自我调节的学习和认知负荷对在网络大学开始观看和完成视频讲座的影响

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Purpose - The paper aims to examine the effect of levels of self-regulated effort (SRE) and levels of cognitive load on the watching and completing of video lectures used as the main source of instruction in online learning environments. Design/methodology/approach - A survey provided data on the students' engagement with video lectures, their level of SRE and the level of cognitive load they perceived while watching video lectures. The relationships between these variables and statistical significance were analyzed. Findings - There were three key findings: a positive relationship between SRE and both watching and completing lectures; a negative relationship between SRE and perceptions of existing cognitive load; and students in different demographic groups watched fewer lectures, experienced higher cognitive load and reported lower levels of SRE. Research limitations/implications - Implications of this study are that video lecture creation would benefit from the development of best practices, consideration of students' levels of self-regulation, minimization of extraneous load and individual differences among groups of students. Limitations are the context-specific nature of the findings and the fact that data were drawn from self-reported survey responses, meaning they are subjective in nature. Originality/value - The originality of this paper lies in its investigation of relationship between SRE, cognitive load and video lecture viewership. No research of this topic could be found during the literature review. Findings are of value to those interested in reaping increased levels of video lecture viewership by showing elements that will encourage engagement, satisfaction and better transmission of instruction.
机译：目的-本文旨在研究自我调节力度（SRE）和认知负荷水平对观看和完成视频讲座的影响，这些视频讲座是在线学习环境中的主要教学资源。设计/方法/方法-一项调查提供了有关学生参与视频讲座，他们的SRE水平以及他们在观看视频讲座时感知到的认知负荷水平的数据。分析了这些变量与统计显着性之间的关系。调查结果-有三个主要调查结果：SRE与观看和完成演讲之间有积极的关系； SRE与现有认知负荷感知之间存在负相关关系；并且不同人群的学生观看的讲座较少，认知负荷较高，而SRE的水平较低。研究的局限性/意义-该研究的意义在于视频讲座的创建将受益于最佳实践的发展，对学生自我调节水平的考虑，对外部负担的最小化以及各组学生之间的个体差异。局限性是调查结果的特定上下文性质，并且数据是根据自我报告的调查回答得出的事实，这意味着它们本质上是主观的。原创性/价值-本文的原创性在于对SRE，认知负荷和视频讲座收视率之间关系的研究。文献综述期间未找到该主题的研究。对于那些有兴趣通过提高鼓励参与度，满意度和更好地传递教学内容的元素，对于那些希望提高视频讲座收视率的人们来说，这些发现具有价值。

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