The Relationship Between Student Satisfaction with Learning Online and Cognitive Load

Context The relationship between human motivation and learning remains unclear. Specifically, this research study sought to answer the question: is there a relationship between cognitive load and student satisfaction where it's practiced within asynchronous, online course work? The study addresses the problem by testing a hypothesis through data collection and a quantitative analysis. The findings can be used to provide formative information for instructors and instructional designers who build and support asynchronous, online courses. The null hypothesis (H0) is the following: there is no relationship between perceived cognitive load and satisfaction with an online learning experience. Approach Study participants were college students who stated they have had experience with asynchronous, online courses prior to the term the study was conducted, who were 18 years of age or older, and who agreed to participate in the study. Students were recruited from current online course offerings as either fully online or mixed mode (blended) courses. The final instrument was administered and a sampling of 1401 students was collected. The following analysis procedures were completed: (a) alpha reliability; (b) correlation of satisfaction and cognitive load total scores; and (c) factor analysis of the instrument using the Principal Components. Results The Alpha reliability (α) analysis on all three scales combined was .82. The reliability coefficient for the cognitive load scale, based on standardized items was .49. The reliability coefficient for the satisfaction for the context of learning subscale, based on standardized items, was .79 and for the satisfaction goals-rewards scale, based on standardized items, was .71. A significant, moderate correlation (r = .5, p < .01) was found between Satisfaction (both scales: context plus goals-rewards) and Cognitive Load (full scale). The finding indicates there is a moderate relationship between satisfaction and cognitive load. Further, r2 = .25 indicates that the constructs share 25% common variance. One interpretation of the shared variance is that 25% of student satisfaction with online learning is explained by cognitive load. This finding permits the rejection of the null hypothesis. The pattern matrix from the Principal Components Analysis suggests that the first group reflect variables associated with becoming aware of criteria for success in an online course. The second pattern suggests the definition of challenge or the degree of effort to complete course requirements. The third pattern suggests elements to support engagement. Discussion The latent factor, Awareness, includes 8 constructs. 1) Be able to track progress: Ensure that students are able to track their expected performance (i.e., what is due, when, etc.) and actual performance (i.e., assignments received, perhaps with some confirmatory message, grades or points, etc.) within reasonable frame of time. 2) Clear directions in syllabus and assignments: Use a simple approach when developing syllabus explanations for required or expected performance, as well as in developing assignment instructions. 3) Believe communications must be respectful: Keep all communications respectful and demand all students do likewise. 4) Organize presentation to reduce high memory: When presentations are designed for online delivery, consider student-level memory requirements for processing salient points. 5) Easy to find answers: What are the key questions students have regarding your course? Most of the key items students want to know always remain the same. "What must I turn in and when?" "Will the assignment be graded?" "How will this work be graded?" Etc. 6) Organize visual materials to reduce scanning: When designing material for presentation in ALNs, ensure that students do not need to visually scan material to find the meaning of the presentation. 7) Set goals based on future satisfaction: Students will set their goals based on expectations of satisfaction. Therefore, instructors should design from this premise. 8) Need due dates throughout course, not all due at end: Students look for currency in the reports of their progress through a course. Therefore, students look for multiple check points to note their progress. The latent factor, Challenge, includes 7 constructs. 1) More satisfied when more challenged: Students find greater satisfaction where there is some challenge. 2) More satisfied when I put in a lot of effort: Similar to the foregoing item, students perceive a connection between effort and satisfaction. 3) When challenged, satisfaction is its own reward: Students recognize the intrinsic value of challenges: to some degree, completion of a challenging assignment will in itself be satisfying. 4) Include extra material: Students will expect extra material to learn or review in the fulfillment of challenging assignments. Items four and six in the challenge factor fit together. 5) Presentation requiring high memory is ok: Students will accept high memory requirements for presentations when they are trained to manage such processing requirements. Items five and seven in the Challenge factor fit together. 6) Want to go beyond required assignments: See item 4 above. 7) Train to manage high memory presentations: See item 5 above. The latent factor, Engagement, includes 7 constructs. 1) Be able to communicate with others in course: Students feel it's important to be able to communicate with peers within ALNs. Students dislike the feeling of isolation inherent with online learning environments. 2) See relevance to major field of study: Students look for relevancy in all aspects of a course, as well as the larger view of academic programs. 3) Need assignment options: Opportunities for assignment options are regarded as valuable to students. Students look for options, and the availability of options support engagement. 4) Believe active communications, discussions, or debates are necessary: As part of item one, students perceive that learning through active communications is preferable to studying in isolation. 5) Require instructor's feedback, advice, or guidance: Students consider instructor feedback as a required element to learning in ALNs. Students consider advice or guidance as valuable. 6) Need opportunities to develop own solutions for assignments: Fitting with item three, students look for opportunities to take ownership of assignments. This item reflects students looking to be more involved with their learning. 7) Need to be motivated to participate: Students need motivation to participate. If the motivation is missing or absent, students will tend to not participate.