Wonseo Lee

How do cognitive load, social presence, self-regulated learning skills, and technology acceptance contribute to the differences in information retention between classroom learning and online learning?

Started June 16, 2023

Abstract or project description

Understanding the Dynamics of Online and In-Person Learning: A Comparative Study of Information Retention Factors

In the evolving post-pandemic educational landscape, both learners and educators have increasingly adopted online learning, augmenting the traditional classroom-based instruction. This study seeks to explore the factors contributing to differences in information retention for high school and college learners between these two modes of learning, underpinned by several theoretical frameworks.

Firstly, John Sweller's Cognitive Load Theory, suggesting that instructional format and delivery mode can influence cognitive load, thus impacting learning outcomes and retention, will be employed. The study will examine how cognitive load differs between classroom and online learning environments, focusing on factors such as content complexity, instructional design, multimedia presentation, and information structuring.

Secondly, the research will draw upon Social Presence Theory by John Short, Ederyn Williams, and Bruce Christie, exploring how social interaction and connectedness in online environments influence information retention. The investigation will examine aspects like peer interaction, instructor presence, collaborative activities, and online communication tools.

Thirdly, we will utilize Barry Zimmerman's Self-Regulated Learning Theory, emphasizing learners' active role in their own learning process. The study will explore how self-regulated learning processes differ between the two environments and their impact on information retention, considering factors such as learner autonomy, goal-setting, time management, self-assessment, and self-directed learning resources.

Lastly, the Technology Acceptance Model by Fred Davis will aid in understanding how learners perceive and accept online learning technologies, impacting their engagement and information retention. This exploration will involve perceived usefulness, ease of use, learner attitudes toward technology, and the availability of technical support.

The findings from this investigation are expected to inform educational practices and policies in our increasingly hybrid learning environment, emphasizing the essential role of memory and information recall in assessing learning methods' effectiveness.