The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load-Reference-Cited by-同舟云学术

The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load

Published:2022-04-01 Issue:1 Volume:12 Page:1-17
ISSN:2155-6873
Container-title:International Journal of Online Pedagogy and Course Design
language:ng
Short-container-title:

Author:

Sun Jerry Chih-Yuan¹,Liu Yiming²

Affiliation:

1. National Yang Ming Chiao Tung University, Taiwan

2. The Univeristy of Hong Kong, China

Abstract

This study aims to apply PLS-SEM to investigate the mediation roles of goal setting and task strategies, two constructs of online self-regulated learning, between behavioral/cognitive engagement and germane/extraneous cognitive load in an online course with smart instant feedback. Participants of this study consisted of 35 graduate students who were asked to complete four units of digital learning materials and questionnaires as part of the experiment. Results show that goal setting has a significant mediation effect between behavioral engagement and germane cognitive load; task strategies have a significant mediation effect between behavioral engagement and extraneous cognitive load; and task strategies also have a significant mediation effect between cognitive engagement and extraneous cognitive load. Finally, recommendations are provided to instructors and researchers based on these results as a reference for future studies.

Publisher

IGI Global

Subject

Education

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