Managing Cognitive Load in e-Learning Paradigms using the Synchronous Cyber Classroom and Rigorous Instructional Design

Abstract

This paper is about the management of cognitive load in e-learning paradigms. We describe the use of the synchronous cyber classroom in managing learner cognitive load at an Australian school of distance education before examining specific technological and instructional design considerations required for visual, written, and auditory communication. The learner’s intrinsic cognitive capacity in technology enhanced learning environments is linked to the role of the teacher in managing extraneous cognitive load. We also identify the need for accountability around professional skilling if teachers are to develop the comprehensive Web 2.0 repertoire, and definitive evidence gathering and reporting protocols, needed to demonstrate student achievement. We conclude that in order to maximise student achievement in e-learning settings, it is imperative for teachers to apply evidence-based research, specifically neuroscience-based approaches, and to use pedagogy based on high-level knowledge synthesis and systematic instructional design.