Effect of Flipped Learning on Cognitive Load: A Higher Education Research

Celal Karaca, Mehmet Akif Ocak


View Counter: Abstract - 471 times| PDF - 463 times| HTML - 958 times|

Abstract


The purpose of this study is to determine the effect of the flipped learning method on the cognitive load of the students. The study was conducted with a sample of 160 people who were trained in Aksaray University's Department of Mechanical Engineering for algorithms and programming courses at a higher education level. The study, which lasted for 8 weeks, has a semi-experimental design. A 9-point scale developed by Paas and Van Merrienboer (1993) was used for cognitive load measurements. At the end of the weekly courses, the scale was filled by the experimental and control groups. Independent sample t test was applied through SPSS 24 program to the obtained data. In both instances, the cognitive load in the experimental group in which the flipped learning method was applied was found to be lower than the cognitive load in the control group in which traditional face-to-face training was applied. As a result, it can be said that flipped learning, if well structured, is a method reducing cognitive load.

RECEIVED 2 January 2017, REVISED 10 January 2017, ACCEPTED 12 January 2017


Keywords


Flipped learning, cognitive load, interactive video, EDpuzzle, instructional video

Full Text:

PDF HTML

References


Abeysekera, L.,&Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.

Bergmann, J.,&Sams, A. (2012). Flip your classroom: Reach every student in every class everyday. International Society for Technology in Education (ISTE).

Bradford, M.,Muntean, C., &Pathak, P. (2014, October). An analysis of flip-classroompedagogy in first year undergraduate mathematics for computing. In Frontiers in Education Conference (FIE), 2014 IEEE (pp. 1-5). IEEE.

Brünken, R, Plass, J. L.,andLeutner, D. (2003). Direct measurement of cognitiveload in multimedia learning. Educational Psychologist, 38(1), 53-61.

Jenkins, T. (2002). On the difficulty of learning to program. Paper presented at the Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences.

Kharat, A. G.,Joshi, R. S., Badadhe, A. M., Jejurikar, S. S., &Dharmadhikari, N. P. (2015). Flipped classroom for developing higher order thinking skills. Journal of Engineering Education Transformations, 116-121.

Kılıç-Çakmak, E. (2007). Çoklu ortamlarda dar boğaz: Aşırı bilişsel yüklenme. Gazi Eğitim Fakültesi Dergisi, 27(2), 1-24.

Kılıç, E.,& Karadeniz, Ş. (2004). Hiper ortamlarda öğrencilerin bilişsel yüklenme ve kaybolma düzeylerinin belirlenmesi. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 40, 562-579.

Kinnunen, P.,&Malmi, L. (2008). CS minors in a CS1 course. Paper presented at the Proceedings of the Fourth international Workshop on Computing EducationResearch.

Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.

Proulx, V. K. (2000). Programming patterns and design patterns in the introductory computer science course. SIGCSE Bull., 32(1), 80-84. doi: 10.1145/331795.331819

Roehl, A.,Reddy, S. L., &Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44.

Schar, S. G., & Zimmermann, P. G. (2007). Investigating Means to Reduce Cognitive Load from Animations: Applying Differentiated Measures of Knowledge Representation. Journal of Research on Technology in Education, 40(1), 15.

Seery, M. K.,&Donnelly, R. (2012). The implementation of pre-lecture resources to reduce in-class cognitive load: A case study for higher education chemistry. British Journal of Educational Technology, 43(4), 667–677.

Sweller, J., Van Merrienboer, J.J.G., ve Pass, F.G.W.C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251-296.

Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

Turan, Z., & Goktas, Y. (2016). The Flipped Classroom: instructional efficency and impact of achievement and cognitive load levels,. Journal Of E-Learning And Knowledge Society, 12(4). Retrieved from http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1122/1024

Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78(3), 645


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

...........................................................................................................................................

Journal of Learning and Teaching in Digital Age. All rights reserved, 2016. ISSN:2458-8350