Revisiting cognition and information technologies through a COVID-19 lens
Neuro-systemic applications in learning
; : 507-523, 2021.
Article
in English
| APA PsycInfo | ID: covidwho-2047978
ABSTRACT
This chapter explores the cognitive load students experience when technologies are added to their learning environments. Specifically, this chapter looks at one university's response to the COVID-19 global pandemic and the institution's need to pivot to online learning. Using a program review approach rather than a formal research study, findings suggest the university's decision to focus on understanding and improving the conditions for student learning rather than merely attempting to improve online teaching practices was well received. The program that was reviewed took an interesting approach to addressing the challenges of pivoting to online learning in March 2020, the beginning of the pandemic, by developing a Transition Support Framework. Central to the framework was the development of Learning Design Intern (LDI) program for graduate students. The LDI program is explained and reviewed in this chapter. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Cognitive load; Online learning; Learning technologies; Graduate students; Blended learning; Instructional supports; Continuum of practice; Backward design; Program review; Situated learning; Students; *Cognitive Ability; *Information and Communication Technology; *covid-19; Graduate Students; Educational Psychology [3500]; Human
Full text:
Available
Collection:
Databases of international organizations
Database:
APA PsycInfo
Language:
English
Journal:
Neuro-systemic applications in learning
Year:
2021
Document Type:
Article
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