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

Retention in Online Courses

“…Learners may select online classes for personal reasons, without recognizing that they may have issues with their entry-level skills pertaining to the subject or technology being used in online classes. This could place novice-level learners, who are used to the structured forms of face-to-face courses, in the fluid, ill-structured domains of online environments, leading to demotivation and attrition (Bradford, 2011;Driscoll, 2005;Kirschner et al, 2006;McQuaid, 2009;Paas et al, 2004;Schaarsmith, 2012;Shay & Rees, 2004;Spiro et al, 1988).…”

Grit, Growth Mindset, and Deliberate Practice in Online Learning

“…Learners who are accustomed to traditional, face-to-face, courses may lack the subject matter knowledge and technical skills needed to succeed in online environments. They may not be prepared for frustrated or even unmotivated to learn (Bawa, 2016;Bradford, 2011). Online learning requires selfdirection and self-discipline.…”

Augmented Reality for Learning English: Achievement, Attitude and Cognitive Load Levels of Students

“…Bu durum AG uygulamalarına yönelik tutumla bilişsel yük düzeyi arasında zayıf ilişki oluşmasının, başarı ve bilişsel yük düzeyi arasında da ilişki çıkmamasının nedeni olabilir. Alan yazında bunun aksine bilişsel yük düzeyinin öğrencilerin öğrenme ortamındaki memnuniyet durumlarıyla ve başarıyla yakından ilişkili olduğu belirtilmektedir (Bradford, 2011;Salomon, 1983;Tuckman, 2003).…”