Abstract
Background: As a result of the COVID-19 pandemic, many teachers found themselves making a rapid and often challenging shift from in-person classroom teaching to teaching in an online environment. As teachers continue to learn about working in this new environment, research in cognitive and learning sciences, specifically findings from cognitive load theory and related areas, can provide meaningful strategies for teaching in this ‘new normal’.
Objectives: This paper describes 12 tips derived from contemporary research in educational psychology, focusing particularly on empirically supported strategies that teachers may apply in their online classroom to ensure that learning is optimized.
Implications for Practice: These strategies are generalizable across age groups and learning areas, and are categorized into one of two themes: approaches to optimize the design of online learning materials, and instructional strategies to support student learning. A discussion follows, outlining how teachers may apply these strategies in different contexts, with a brief overview of emerging efforts that aim to bridge cognitive load theory and self-regulated learning research.
Objectives: This paper describes 12 tips derived from contemporary research in educational psychology, focusing particularly on empirically supported strategies that teachers may apply in their online classroom to ensure that learning is optimized.
Implications for Practice: These strategies are generalizable across age groups and learning areas, and are categorized into one of two themes: approaches to optimize the design of online learning materials, and instructional strategies to support student learning. A discussion follows, outlining how teachers may apply these strategies in different contexts, with a brief overview of emerging efforts that aim to bridge cognitive load theory and self-regulated learning research.
| Original language | English |
|---|---|
| Pages (from-to) | 1304-1320 |
| Number of pages | 17 |
| Journal | Journal of Computer Assisted Learning |
| Volume | 38 |
| Issue number | 5 |
| Early online date | 7 Jul 2022 |
| DOIs | |
| Publication status | Published - Oct 2022 |
| Externally published | Yes |
Keywords
- cognitive load theory
- cognitive theory of multimedia learning
- generative and self-regulated learning
- online teaching and learning
