Explore the Blended Teaching Model from the Perspective of Cognitive Load

DOI

10.2991/icemaess-18.2018.18How to use a DOI?

Keywords

Cognitive load, Blended teaching model, Interaction process, Knowledge presentation

Abstract

In order to solve the problem of cognitive overload, this paper analyzes the effects of blended teaching model on the learners’ cognitive load, which based on cognitive load theory and information theory. The purpose of this study is to establish the “Knowledge-Cognition” interaction process and to explore the control strategy of cognitive load in the implementation of the blended teaching model. The results show that the discrete knowledge can be transmitted to the learners through the structured knowledge presentation system after careful editing by the instructional designer, which affects the learning experience and the knowledge acquisition effect together with the learning environment and the learning task. On the another hand, the problem of high or too low cognitive load in blended teaching model can be balanced through the construction of graphics information space, information prominence and filtering of secondary information.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yingying Wei
PY  - 2018/11
DA  - 2018/11
TI  - Explore the Blended Teaching Model from the Perspective of Cognitive Load
BT  - Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018)
PB  - Atlantis Press
SP  - 83
EP  - 86
SN  - 2352-5398
UR  - https://doi.org/10.2991/icemaess-18.2018.18
DO  - 10.2991/icemaess-18.2018.18
ID  - Wei2018/11
ER  -