Too much but less effective: Managing the cognitive load while designing the distanced learning instructional formats

Too much but less effective: Managing the cognitive load while designing the distanced learning instructional formats

SSSN Rajasekhar, DINESH KUMAR V

In the light of educational disruptions due to COVID-19 outbreak, most, if not all institutions have adopted distanced online based learning methodologies. But, most educators seem to unaware regarding the cognitive load associated while designing such instructional formats. Through this letter, we intend to convey our practical experiences while shifting to such formats and wish to discuss the basics of educational psychology related to cognitive load. Since it is a pandemic problem, we feel that educators across world might read this letter with great interest.

2020

learning process, instructional design, Cognitive Load, distanced learning

DOI: 10.30476/jamp.2020.85990.1208

Journal of Advances in Medical Education and Professionalism

Shiraz University of Medical Sciences

Education (General), Medicine (General)