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A relationship study of student satisfaction with learning online and cognitive load:Initial results

机译：在线学习对学生满意度与认知负荷的关系研究：初步结果

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This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., "learning") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, are described and used to guide a review of the literature to find directions to fulfill the goal of the study. A survey was conducted and 1401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a positive, moderate, and significant (p<.01) correlation between cognitive load and satisfaction. Most importantly, the results found that approximately 25% of the variance in student satisfaction with learning online can be explained by cognitive load. New constructs emerged from a Principal Component Analysis suggest a refined view of student perspectives and potential improvement to guide instructional design. Further, a correlation, even a moderate one, has not previously been found between cognitive load and satisfaction. The significance of this finding presents new opportunities to study and improve online instruction. Several opportunities for future research are briefly discussed and guidelines for developing online course designs using interpretations of the emerged factors are made.
机译：本研究试图探讨认知负荷与学生对在线学习的满意度之间是否存在关系。这项研究将学习成绩（也称为“学习”）与认知负荷和满意度分开，以更好地区分对认知（来自认知负荷）和动机（来自满意度）的影响。描述了在在线学习中适用于教学设计领域的关键因素，这些因素被用来指导文献综述，以找到实现研究目标的方向。进行了一项调查，有1401名学生回答了包含24个项目的仪器。多种分析技术发现，认知负荷和满意度之间存在正相关，中相关和显着相关（p <.01）。最重要的是，结果发现，大约25％的学生对在线学习的满意度差异可以由认知负荷来解释。从主成分分析中得出的新结构建议从学生观点和潜在改进方面更好地指导教学设计。此外，以前没有发现认知负荷和满意度之间的相关性，即使是中等的相关性。这一发现的意义为学习和改进在线教学提供了新的机会。简要讨论了一些未来研究的机会，并制定了使用新兴因素的解释开发在线课程设计的指南。

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