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Cognitive load theory describes learning in terms of a processing system when all too often working memory is overloaded and learning is impeded. Measuring cognitive load is an important component of research in the area of information processing. The design, delivery, and administration of an instrument, as well as its reliability and validity are discussed as a solution to the measurement of cognitive load. A nine-point subjective rating scale ranging from very, very low (1) to very, very high (9) measures cognitive load, defined as the mental effort needed to complete a task. It is a replica of the instrument used by Paas (1992) and Paas and van Merriënboer (1994). The measurement instrument can be used both on paper and on the Web.

The study examined the use of computer-mediated communication (CMC) among individuals involved in a conflict sparked by the appointment of an administrator as president-designate of Gallaudet University in 2006. CMC was defined as forms of communication used for transmitting (sharing) information through networks with digital devices. There were 662 survey respondents. Respondents reported overwhelmingly (98%) that they used CMC to communicate. Students and alumni reported CMC use in larger proportions than any other group. The favorite devices among all respondents were Sidekicks, stationary computers, and laptops. Half of all respondents also reported using some form of video device. Nearly all reported using e-mail; respondents also identified Web surfing, text messaging, and blogging as popular CMC activities. The authors plan another article reporting on computer and electronic technology use as a mechanism connecting collective identity to social movements.

Web 2.0 is everywhere in modern society, and it is drastically changing the ways in which teachers teach and students learn. This study examines Web 2.0 technologies with a focus on the tools students used for interaction and content contributions in their online courses. Frequency analysis and chi-square tests indicate students most used email in their online courses. Significant differences were revealed for gender and class standing for specific Web 2.0 technologies uses including tools used for interaction. An analysis of the qualitative data finds students want more video and increased interaction in their online courses. The study supports previous literature and discusses implications of the findings.