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ERIC Number: EJ1351651
Record Type: Journal
Publication Date: 2022
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: EISSN-1470-3300
How Sequencing Content and Fading Instructional Support Reduce Extraneous Processing
Lange, Christopher; Costley, Jamie
Innovations in Education and Teaching International, v59 n3 p253-262 2022
Both sequencing content and fading instructional support are scaffolding techniques designed to make it easier for learners to process information. While sequencing content separates problems into manageable parts before problem-solving, fading of instruction gradually reduces instructional support before problem-solving. Although cognitive load research generally supports the notion that both of these techniques minimise extraneous processing, some research shows that they contribute to an increase in cognitive load under certain circumstances. This study seeks to bridge the gap in the research by examining the relationships that both techniques have with extraneous cognitive load. The results obtained through survey analysis of university students taking online courses show that sequencing content and fading instruction over the course of a semester had a negative relationship with extraneous load. These results are explained against the backdrop of conflicting research, and recommendations are presented to reduce extraneous processing within the learning environment.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A