Closing the Gap in Academic Writing Using the Cognitive Load Theory

Abstract

Explicit instruction for writing is not common within higher education. Student struggles in developing high-quality academic written work occur within the cognitive process and in using scholarly resources. The qualitative study examined existing practices used in supporting student writing in higher education with the purpose of identifying new instructional practices to bridge the gap between thinking and writing. The theoretical framework included the cognitive load theory to examine student needs in terms of short term and long-term cognitive loads. Data was collected from faculty staff and administration of higher education institutions. The significance of the research in higher education includes the development of collective strategies to support the academic writing needs of students and recognition of the role of cognition in student writing challenges. Research to further address thinking and writing and the gap in literature is needed.

Interactive PDF Forms to Conduct Online Examinations in University Education: Practical Experience and Lessons Learned

“…93% of submitted answer sheets were correctly returned to us as an interactive PDF form and could be graded automatically. Automizing evaluation and grading provided numerous benefits compared to manual correction [1]. The effort required for the correction of these exams was much lower when compared to paper-based exams [9], which was particularly important in classes with a large number of students [8].…”

“…A distinction is made between intrinsic and extraneous cog-nitive load. While the intrinsic cognitive load is determined by the amount of information and complexity of the learning material itself, the extraneous cognitive load is defined by the presentation of the material and the required learning activities [1], [19].…”