Emergency Remote Teaching Practices in the Perspective of Cognitive Load of Multimedia Learning Theory (original) (raw)

2021

Abstract

The pandemic period encourages educators to adapt to various models of digital platforms. To promote learning, effective instruction delivery via multimedia should take into account how students process information. This study aims to make a sketch of how teachers teach students of higher education in emergency distance classes through the perspective of cognitive load of multimedia learning. This study has found that managing extrinsic and intrinsic load effectively affects students' retention and engagement in remote classes. Making the material concise and content-dense, chunking the material into small units and incorporating their schemes in the design of instruction stimulate students to engage in a deep learning.

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