Assessing Cognitive Load Theory to Improve Student Learning for Mechanical Engineers

被引：7

作者：

Impelluso, Thomas ^{[1
]}

机构：

[1] San Diego State Univ, Dept Mech Engn, 5500 Campanile Dr, San Diego, CA 92182 USA

来源：

AMERICAN JOURNAL OF DISTANCE EDUCATION | 2009年 / 23卷 / 04期

关键词：

D O I：

10.1080/08923640903294569

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing student performance on identical final exams and student reviews. Note is made of improved learning by female and other nontraditional engineering students. This article also reports on two additional teaching strategies that were deployed to improve learning.

引用

页码：179 / 193

页数：15

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