Taylor Tracey A H, Kamel-ElSayed Suzan, Grogan James F, Hajj Hussein Inaya, Lerchenfeldt Sarah, Mohiyeddini Changiz
Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, United States.
Front Psychol. 2022 Jun 24;13:665835. doi: 10.3389/fpsyg.2022.665835. eCollection 2022.
The COVID-19 pandemic caused an unprecedented and highly threatening, constrained, and confusing social and educational environment, we decided to expand the traditional focus of the extraneous load in Cognitive Load Theory (CLT) acknowledging the psychological environment in which learning occurs. We therefore adapted and implemented principles of the CLT to reduce extraneous load for our students by facilitating their educational activities. Given previous empirical support for the principles of CLT, it was expected that the adoption of these principles might enable our students to cultivate attitudes and skills across multiple domains such as online learning and presentation technologies, implementing and maintaining a "classroom atmosphere" in a virtual environment, participating in discussions among large online groups of students, facilitating group work, providing virtual office hours for students, and proactively planning for upcoming semesters.
新冠疫情造成了前所未有的、极具威胁性、受限且令人困惑的社会和教育环境，我们决定扩大认知负荷理论（CLT）中额外负荷的传统关注点，承认学习发生的心理环境。因此，我们采用并实施了CLT的原则，通过促进学生的教育活动来减轻他们的额外负荷。鉴于之前对CLT原则的实证支持，预计采用这些原则可能使我们的学生在多个领域培养态度和技能，如在线学习和演示技术、在虚拟环境中营造和维持“课堂氛围”、参与大型在线学生群体的讨论、促进小组合作、为学生提供虚拟办公时间以及积极为即将到来的学期做计划。
