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Using cognitive load theory compliant instructional resources to enhance learning

Citation

Sithole, STM and Datt, R, Using cognitive load theory compliant instructional resources to enhance learning, 2018 AFAANZ Conference: Full Program, 30 June - 3 July 2018, Brisbane, QLD, pp. 1-28. (2018) [Refereed Conference Paper]


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Abstract

In Australia, coursework satisfaction has been regularly highlighted by the national Graduate Outcomes Survey (GOS) as a critical area that requires improvement. An innovative approach to presenting instructional materials that has proved successful is the delivery of text, diagrams and other presentations in an integrated format. There has been little attention given to examining whether cognitive load theory is a useful conceptual framework to reference when designing and presenting accounting unit information on a learning management system and in tutorial discussions. We briefly describe cognitive load theory, its grounding in human cognitive architecture, and the evidence supporting it. The paper then reports the results of an investigation carried out at an Australian university, using a questionnaire, into students' perceptions of a newly designed instructional resources and tutorial presentations. The findings reveal that students are very positive about the introduction of integrated instructional materials.

Item Details

Item Type:Refereed Conference Paper
Keywords:accounting, accounting education, blended learning; cognitive load theory, integrated
Research Division:Commerce, Management, Tourism and Services
Research Group:Accounting, Auditing and Accountability
Research Field:Financial Accounting
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Achievement
Author:Sithole, STM (Dr Seedwell Sithole)
ID Code:129071
Year Published:2018
Deposited By:Tasmanian School of Business and Economics
Deposited On:2018-11-07
Last Modified:2018-11-08
Downloads:0

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