School of Nursing, University of Maryland Baltimore, MD, USA.
Nursing, Mercer University Georgia Baptist College of Nursing, Atlanta, GA, USA.
Int J Nurs Educ Scholarsh. 2022 Feb 15;19(1):ijnes-2021-0127. doi: 10.1515/ijnes-2021-0127.
The objective of this study was to examine differences in principles from the cognitive load theory (CLT) combined with active learning strategies. To examine these differences, simple to complex activities were imbedded into two active learning instructional strategies: cooperative learning (CPL) and problem-based learning (PBL) and evaluated for its impact on mental effort for learning and intrinsic cognitive load. A two-within repeated-measures design was used in a nursing fundamentals classroom. The simple and complex activities were grounded in recommendations from the CLT and validated by nurse experts. The instructional strategies of CPL and PBL were chosen based on recommendations from the literature. Results revealed no statistically significant differences. A small interaction showed a decrease in mental effort and intrinsic load when problem-based learning was used. Progressing learning activities from simple to complex, informed by the CLT, offers an approach to designing instruction in nursing classrooms when using active learning strategies.
本研究旨在探讨认知负荷理论（CLT）与主动学习策略相结合的原则差异。为了检验这些差异，将简单到复杂的活动嵌入到两种主动学习教学策略中：合作学习（CPL）和基于问题的学习（PBL），并评估它们对学习的心理努力和内在认知负荷的影响。在护理学基础教室中使用了两因素重复测量设计。简单和复杂的活动是基于 CLT 的建议，并由护理专家进行了验证。CPL 和 PBL 的教学策略是根据文献中的建议选择的。结果显示没有统计学上的显著差异。小的交互作用表明，当使用基于问题的学习时，心理努力和内在负荷会降低。根据 CLT 从简单到复杂逐步推进学习活动，为在护理教室中使用主动学习策略设计教学提供了一种方法。
