Influence of Perceived Information Overload on Learning in Computer-Mediated Communication

Abstract

Information overload (IO) is frequently reported as one of the main problems caused by computer-mediated communication (CMC), yet the literature is unclear about the impact of IO on student learning. This study therefore aimed to investigate the influence of online students' perceived IO on quality learning in CMC. Quality learning was defined as learning that is achievable by (a) reflective thinking through a deep level of information processing, and by (b) active learning through interaction with other people. The results suggest that students' perceived IO does not influence their deep processing as observed in their discussion messages, but might influence their participation and interaction with others in online discussions. Students' amount of invested mental effort put into study was observed as a major determinant of levels of information processing in this study.