Date of Award
Doctor of Philosophy (PhD)
STEM Education & Professional Studies
The purpose of this study was to investigate the effects of instructor-created elaborations, learner-created elaborations and adjunct questions on learning outcomes in an asynchronous learning environment, using pre-recorded video. The study also investigated the effects of instructor-created elaborations, learner-created elaborations, or adjunct questions on perceived cognitive load. The effect of learning strategy on quality of elaboration was also investigated. Results showed no significant difference in learning outcomes or cognitive load or quality of elaboration, but a post-hoc analysis revealed a significant difference in intrinsic cognitive load for students who used generative strategies while having no gain in learning outcomes.
Bridges, Julie A..
"Elaboration and Question Strategy Effect on Learning Outcomes and Cognitive Load"
(2016). Doctor of Philosophy (PhD), Dissertation, STEM Education & Professional Studies, Old Dominion University, DOI: 10.25777/khwj-gt89