Using Guidelines from Cognitive Load Theory for the Traditional/Online Flipped Classroom Approach

John M. Santiago; Jing Guo

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: Electrical and Computer Division Technical Session 2
Tagged Division: Electrical and Computer
Tagged Topic: Diversity
Page Count: 28
DOI: 10.18260/1-2--31207
Permanent URL: https://strategy.asee.org/31207
Download Count: 555

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Paper Authors

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John M. Santiago Jr. Colorado Technical University

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Professor John Santiago has been a technical engineer, manager, and executive with more than 26 years of leadership positions in technical program management, acquisition development and operation research support while in the United States Air Force. He currently has over 16 years of teaching experience at the university level and taught over 40 different graduate and undergraduate courses in electrical engineering, systems engineering, physics and mathematics. He has over 30 published papers and/or technical presentations while spearheading over 40 international scientific and engineering conferences/workshops as a steering committee member while assigned in Europe. Professor Santiago has experience in many engineering disciplines and missions including: control and modeling of large flexible space structures, communications system, electro-optics, high-energy lasers, missile seekers/sensors for precision guided munitions, image processing/recognition, information technologies, space, air and missile warning, missile defense, and homeland defense.

His interests includes: interactive multimedia for e-books, interactive video learning, and 3D/2D animation. Professor Santiago recently published a book entitled, “Circuit Analysis for Dummies” in 2013 after being discovered on YouTube. Professor Santiago received several teaching awards from the United States Air Force Academy and CTU. In 2015, he was awarded CTU’s Faculty of the Year for Teaching Innovations. Professor Santiago has been a 12-time invited speaker in celebration of Asian-Pacific American Heritage Month giving multi-media presentations on leadership, diversity and opportunity at various military installations in Colorado and Wyoming.

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Jing Guo Colorado Technical University

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Dr. Jing Guo is a Professor in Engineering Department at Colorado Technical University. She is the course director in circuits and electronics area. She taught variety of underrated and graduate courses including capstone design in Electrical and Computer Engineering area.

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Abstract

The College of Engineering (CoE) developed a freshman-level course, Introduction to Engineering Course (EE110) for both the Electrical Engineering and Computer Engineering undergraduate programs in preparation for an online flipped classroom approach. For the traditional face-to-face EE110, the flipped classroom approach has been successfully implemented during the past two years.1-4. Although the creation and delivery of multimedia content was based on the CoE teaching experience, other research provides a theoretical basis for development and delivery of the content. Research based on Cognitive Load Theory (CLT) appears to be consistent with the traditional face-to-face teaching approach by the CoE. The paper shows how the instructional delivery of the EE110 content compares with the guidelines provided by CLT.

CLT provides evidence-based guidelines for designing and delivering instruction that accounts for the limited capacity of working memory5-6. CLT also leverages the learning process for better module in human cognition for efficient learning. The paper summarizes key principles and guidelines based on Cognitive Load Theory and provides numerous examples used in EE1105-6.

Based on student comments from several end-of-course surveys, the delivered content for EE110 follow key principles associated with CLT. These e-learning principles include: modality principle, split attention, reversal effect, redundancy effect, self-explanation/mental rehearsal (weekly quizzes and lab activities), and learner control. For example, interactive video was used the freshman-level course to engage and allow learners to control pacing and content7. The authors found that having variety of content, including interactive video adds an element of surprise to engage the user. Busy background and other distractions were also avoided in the video. The interactive video included clickable, clear and concise e-learning questions. The authors found that short videos are not enough. Weekly quizzes are needed. In terms of mental rehearsal, several practice quizzes are given each week in preparation of weekly final quizzes and weekly lab experiments.

When developing the content that is consistent with CLT, the authors found other findings, such as avoiding narration of slide text. Audio and text duplication impedes learning (redundancy effect) and should not be confused with rehearsal which aids in automation. In terms of modality principle, over seventy YouTube short videos, totaling 10 hours, were developed to deliver the instruction over eleven weeks. CLT says the use of use visual and audio narration provide efficient use of resources in working memory. During the past two years, weekly lab experiments and final quizzes proved effective for the flipped classroom approach to transfer new knowledge and skills for long-term retention. In terms of split attention and to help student focus, the instruction attempted to keep diagram/charts and detail explanation on same page within a short video. In terms of reversal effect, freshman need worked examples while experts (e.g. seniors) may need less worked-out examples. To account for learner’s prior knowledge, the use of PowerPoint for adaptive learning is explained elsewhere8. For future development of traditional/online courses, CLT will be used for better instructional design and delivery.

Citation
Format

Santiago, J. M., & Guo, J. (2018, June), Using Guidelines from Cognitive Load Theory for the Traditional/Online Flipped Classroom Approach Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31207

TY - CPAPER
AB - The College of Engineering (CoE) developed a freshman-level course, Introduction to Engineering Course (EE110) for both the Electrical Engineering and Computer Engineering undergraduate programs in preparation for an online flipped classroom approach. For the traditional face-to-face EE110, the flipped classroom approach has been successfully implemented during the past two years.1-4. Although the creation and delivery of multimedia content was based on the CoE teaching experience, other research provides a theoretical basis for development and delivery of the content. Research based on Cognitive Load Theory (CLT) appears to be consistent with the traditional face-to-face teaching approach by the CoE. The paper shows how the instructional delivery of the EE110 content compares with the guidelines provided by CLT.

CLT provides evidence-based guidelines for designing and delivering instruction that accounts for the limited capacity of working memory5-6. CLT also leverages the learning process for better module in human cognition for efficient learning. The paper summarizes key principles and guidelines based on Cognitive Load Theory and provides numerous examples used in EE1105-6.

Based on student comments from several end-of-course surveys, the delivered content for EE110 follow key principles associated with CLT. These e-learning principles include: modality principle, split attention, reversal effect, redundancy effect, self-explanation/mental rehearsal (weekly quizzes and lab activities), and learner control. For example, interactive video was used the freshman-level course to engage and allow learners to control pacing and content7. The authors found that having variety of content, including interactive video adds an element of surprise to engage the user. Busy background and other distractions were also avoided in the video. The interactive video included clickable, clear and concise e-learning questions. The authors found that short videos are not enough. Weekly quizzes are needed. In terms of mental rehearsal, several practice quizzes are given each week in preparation of weekly final quizzes and weekly lab experiments.

When developing the content that is consistent with CLT, the authors found other findings, such as avoiding narration of slide text. Audio and text duplication impedes learning (redundancy effect) and should not be confused with rehearsal which aids in automation. In terms of modality principle, over seventy YouTube short videos, totaling 10 hours, were developed to deliver the instruction over eleven weeks. CLT says the use of use visual and audio narration provide efficient use of resources in working memory. During the past two years, weekly lab experiments and final quizzes proved effective for the flipped classroom approach to transfer new knowledge and skills for long-term retention. In terms of split attention and to help student focus, the instruction attempted to keep diagram/charts and detail explanation on same page within a short video. In terms of reversal effect, freshman need worked examples while experts (e.g. seniors) may need less worked-out examples. To account for learner’s prior knowledge, the use of PowerPoint for adaptive learning is explained elsewhere8. For future development of traditional/online courses, CLT will be used for better instructional design and delivery.

AU - John M. Santiago Jr.
AU - Jing Guo
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - Using Guidelines from Cognitive Load Theory for the Traditional/Online Flipped Classroom Approach
UR - https://strategy.asee.org/31207
DO - 10.18260/1-2--31207
ER -