The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load

Abstract

<p class="3">Semi-formal learning is used to describe learning that is directed towards the goals of a formal learning institution but outside of the learning structure of a specific class. Students studying online may form semi-formal groups to increase their knowledge of the content by interacting with other learners taking the same class. This study of cyber university students (n = 2042) involved looking at the relationship between semi-formal learning groups and levels of germane load. Furthermore, this study sought to understand what role group work plays in moderating the relationship between motivation and germane load. This study found that highly motivated students had higher levels of germane load, and that group work negatively moderated that relationship. In other words, while all students benefited from group work, students with lower levels of motivation benefited more than students with high levels of motivation. This research fills an important gap by showing the value this type of group work can have for all learners, particularly those who may otherwise struggle.</p>

Collaborative note-taking affects cognitive load: the interplay of completeness and interaction

“…This falls in line with other research on the topic of collaboration and cognitive load that has shown that collaborative groups are information processing systems that may help students learn as they interact (Jansen et al, 2017). This positive effect on germane load may be generated by several factors that collaboration promotes such as the production of more original notes than if note-taking was done alone (Luo et al, 2016), encoding of information by others (Kiewra, 1989), scaffolding of difficult information (Costley & Lange, 2018), and the self-explanation principle which shows that students who explain something to themselves and/or others will have increased levels of germane cognitive (van Merrienboer & Sweller, 2010). Another factor that may lead to higher levels of germane load is that when learners can give each other feedback, they tend to retain and understand more of what they are taught (Shute, 2008).…”

Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors

“…While more than 80% of the universities in the United States offer online courses (Parker, Lenhart, & Moore, 2011), the rate of offering online courses for other countries can go up to 50% in Asia, Africa, and the Middle East (Qayyum & Zawacki-Richter, 2019). The popularity of recent elearning programs stems from their interactive, repetitive, flexible, and customizable nature (Allen & Seaman, 2006;Arkorful & Abaidoo, 2015;Costley & Lange, 2018;Darling-Hammond et al, 2019;Ku & Chang, 2011;Lekawael, 2017;Slater & Davies, 2020;Waschull, 2001). This form of learning has been reported to provide various benefits for the new generation such as expanding access to more learning materials and sources (Hill, 2002;Hofmann, 2002;Li, 2007;Means et al, 2009); providing more affordable education opportunities for the learners that enhance active engagement (Katz & Yablon, 2002;Li, 2007); leading to higher achievement (Katz & Yablon, 2002;Rourke, 2001;Schrum, 2000); and maximizing the learning opportunities among several web-based tools, computer programs, MOOCs, or social media applications and platforms such as Facebook, Twitter, and Instagram (Abney et al, 2018;Aydin, 2012;Chawinga, 2017;Faizi et al, 2013;Fox & Bird, 2017;Wong et al, 2017;Xing, 2019).…”

The Effects of The Presence of Tutor in The Learning Video on Cognitive Load and Academic Achievement

“…This indicated that the presence of tutors in the learning video can be extraneous load. This is under the opinion of Costley & Lange (2018) that the high level of extraneous load is generally considered to be detrimental to the germane load, and conversely, the extraneous load can be beneficial to the germane load. This has a slight difference with the results of research conducted by Colliot & Jamet (2018) showing that the presence of a teacher (face and gestures) positively influences students' motivation and involvement in their learning.…”