Year: 2018
Type: conference-paper
Study design: Observational Study
Abstract: In Australia, coursework satisfaction has been regularly highlighted by the national Graduate Outcomes Survey (GOS) as a critical area that requires improvement. An innovative approach to presenting instructional materials that has proved successful is the delivery of text, diagrams and other presentations in an integrated format. There has been little attention given to examining whether cognitive load theory is a useful conceptual framework to reference when designing and presenting accounting unit information on a learning management system and in tutorial discussions. We briefly describe cognitive load theory, its grounding in human cognitive architecture, and the evidence supporting it. The paper then reports the results of an investigation carried out at an Australian university, using a questionnaire, into students' perceptions of a newly designed instructional resources and tutorial presentations. The findings reveal that students are very positive about the introduction of integrated instructional materials.
Source: UTAS Research Repository
Authors: Stm Sithole, Rina Datt
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2899874616