Cognitive load and online course quality: Insights from instructional designers in a higher education context-Reference-Cited by-同舟云学术

Cognitive load and online course quality: Insights from instructional designers in a higher education context

Published:2020-11-03 Issue:2 Volume:52 Page:584-605
ISSN:0007-1013
Container-title:British Journal of Educational Technology
language:en
Short-container-title:Br. J. Educ. Technol.

Author:

Caskurlu Secil¹^ORCID,Richardson Jennifer C.¹^ORCID,Alamri Hamdan A.²^ORCID,Chartier Katherine¹,Farmer Tadd¹^ORCID,Janakiraman Shamila¹^ORCID,Strait Marquetta¹,Yang Mohan¹^ORCID

Affiliation:

1. Purdue University West Lafayette IN USA

2. King Saud University Riyadh Saudi Arabia

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13043

Reference51 articles.

1. Practical guidance for the use of a pattern-matching technique in case-study research: A case presentation

2. Impact of reducing intrinsic cognitive load on learning in a mathematical domain

3. Online Course Design in Higher Education: A Review of National and Statewide Evaluation Instruments

4. Leadership in online learning in higher education: Why instructional designers for online learning should lead the way

5. A Case Study Examining the Impact of Cognitive Load on Reflection and Pre-service Teachers' Transfer of Specific Teaching Behaviors

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