Design Strategies for Reducing Cognitive Load for Adult Learners Using the Interactive Teaching and Learning Management System: An Annotated Bibliography

     Learning Management Systems (LMS) currently serve as the standard mode of delivery for instructional materials in asynchronous online learning.  These systems are generally a convenient mechanism for distant learning.  However, the design and delivery of multimedia content can be enhanced with practical design applications.  The development of course content as well as the delivery mechanisms of the LMS itself can be enhanced used research based principles in multimedia learning with keen considerations for cognitive processing. 

van Merriënboer, J. J. G. V., & Sweller, J. (2010). Cognitive load theory in health
       The study shows cognitive architecture, defined from a Cognitive Load Theory (CLT) perspective, as having design implications for health care professionals using authentic tasks to help students learn complex activities for effective application in professional endeavors.  The authors define extraneous, intrinsic, and germane load. They then examine fifteen design guidelines with the effects of reducing extraneous load, handling intrinsic load, and optimizing germane load. Both authors have contributed extensively to the research in CLT and document in this study the main guidelines developed to date for maximizing learning consistent with human cognitive processes.   The strategies for the design of instruction outlined have been deemed effective in reducing cognitive load and are pertinent to the thesis making this a good resource.

van Merriënboer, J., & Sluijsmans, D. (2009). Toward a synthesis
      The authors formulate four guidelines to reduce the impact of cognitive load from learning tasks that use real-life simulations.  These simulations result in complex learning environments and can cause cognitive overload for novice learners.  With the goal of reducing extraneous and germane cognitive load the authors discuss design models for organizing learning tasks.  Approaches including arranging learning tasks from simple to complex are recommended in self-directed learning which, according to the authors, are not limited to completing the task itself but evaluating the quality of the work and determining the direction of future studies.  In this study the case is made for research combining CLT and the four-component instructional design.  The themes and the methodology of the study present an opportunity to use these findings in reducing cognitive load for online adult learners.

Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning       Moreno responds to the query of whether the modality of instructional messages affect learning, by establishing a theoretical framework for instructional methods.  Using the modality principle, the author conducted tests using various media to determine if there was significant evidence of learning occurring.  The objective the author states was to improve understanding of how instructional methods as well as the media types influence instruction. This study is significant in so much as it examines the effects of visible animated pedagogical agents (APAs) and other approaches being combined with multimedia.

Renkl, A., Hilbert, T., & Schworm, S. (2009). Example-based learning in heuristic

      The worked example effect shows that greater learning occurs for initial cognitive acquisition, when examples of the task are shown to learners.  This is generally understood to be based on the effects of reduced cognitive load.  The authors document their account of strategies that increase learning effectiveness when the worked example effect is used in various ways to reduce cognitive load.  The study relies on extensive background research from Sweller, Merriënboer, Moreno, Kessler, and others to frame arguments on learning from heuristic examples.  The study concludes instructional implications to include self-explanation prompts that are limited to the domain of learning.  Reducing extraneous load  with examples, increasing germane load with self-explanations are noted to reduce conitive load by focusing cognitive effort within the learning domain.  This source builds its conclusions on established  findings.  It is a good source to ascertain effective strategies for skill acquisition by using prompts, explanations and examples.  

Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. B. (1995).

      An examination of the role constructivism can play as the dominant theoretical approach to distant learning environments is explored in this article.  The authors espouse the virtues of various tools and mechanism in arguing the validity of employing constructivist methodologies in online learning.  The goal, as stated by the authors, is to avoid simply transferring ineffective face-to-face instructional approaches and promote well-designed instruction.  The article takes a cursory examination other theories and philosophies including behaviorism, cognitivism, and situated learning theory.  The authors include familiar and renowned names associated with various learning theories and philosophies.  This article provides a limited but useful mechanism of examining the connection of theory to learning management systems.   

Van Merriënboer, J. J., Clark, R. E., & De Croock, M. B. (2002). Blueprints for
      The authors' describe a  model for instructional design that has four basic components. The 4C/ID-model focuses on task-specific skills namely: learning tasks, supportive information, just-in-time information, and part-task practice. The approach is viewed by the authors as an approach to addressing complex learning tasks.  The article examines the rationale for the creation of effective instruction demonstrated by the relationship these components have to each other and to learning.  The significance of this article is in the model's wide-spread application  in the development of software and online training.  The article serves as a precursor of many current approaches to current online instructional design.

Buraphadeja, V., & Dawson, K. (2008). Content analysis in computer-mediated 

      Several content analysis models are outlined and theoretical constructs named using many relevant and noteworthy sources.  Social constructivism was a prominent theme throughout the paper.  The review of existing literature is extensive in developing the credibility of the positions taken in this article.  Useful tables and data are interspersed throughout the document aiding comprehension.  The authors focus on the need to assess learning outcomes with noting that with the use of current tools in online education assessments should avoid traditional mechanisms.  The content and presentation of this article are particularly relevant because of the theoretical and analytical approaches used to highlight the need for developing mechanisms for critical thinking in asynchronous learning environments.

Branon, R. F., & Essex, C. (2001). Synchronous and asynchronous communication        The authors of this study examining the use of synchronous and asynchronous distant education highlight limitations, and effectiveness of both approaches.  Data was gathered and analyzed from an online survey.  The authors offer recommendations for addressing some challenges found from the study.  The study, while examining several key issues also creates a foundation for asynchronous learning to be categorized as effective when compared to synchronous.

McGill, T. J., & Klobas, J. E. (2009). A task-technology fit view of learning       Challenges with perceived and actual outcome with the use of Learning management systems (LMS) in distance learning is part of the theme of this article.  The study considered how effective task-technology fit was in the success of Learning Management Systems (LMS’s).  Attitudes towards social norms, LMS performance and utilization and learning outcome were evaluated by the study.  The authors also record that earlier research on LMS’s focused primary on areas like implementation and less on outcome.  The is a examination that attempts to assess aspects of effectiveness with the use of LMS’s.  The findings are pertinent to establishing my thesis as they make a direct connection to the need changing our current approach to using LMS.