Learners’ perceived information overload in online learning via computer-mediated communication

Chun-Ying Chen,Karen L Murphy,Susan Pedersen

doi:10.1080/21567069.2011.586678

Abstract

Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students’ information overload and offer suggestions for increasing students’ cognitive resources for learning. Participants were 12 graduate students from two online courses in the United States. Their learning experiences in both online discussions and on the course website were explored through semi-structured interviews. They also completed a background questionnaire that assessed three constructs that limit learner readiness and are likely to lead to online students’ perceived information overload: inadequate prior knowledge, inadequate English proficiency, and lack of technical skills for participating in computer-mediated communications. The findings suggest that varied learner characteristics led some students to be more susceptible than others to information overload. Emerging data-driven risk factors were: lack of efficiency in reading from computer screens, visual and auditory learning preferences, and time constraints. Difficulties associated with students’ perceptions of information overload are addressed and implications for course design are offered.Keywords: information overload; computer-mediated communication; cognitive load theory; online discussionDOI: 10.1080/21567069.2011.586678

Highlights

With increases in Internet communication technologies, online learning has grown rapidly through the use of computer-mediated communication (CMC)
Two online courses at a large university in the United States were selected purposefully because both: were a semester-long graduate-level course at a college of education; integrated computer conferencing as a component activities as a replacement for traditional classroom discussions; and required students to participate in online discussions
It should be noted that the results of the current study are based on a small sample of student volunteers, and quantitative data from a questionnaire were used, the emphasis is on qualitative findings

Summary

Introduction

With increases in Internet communication technologies, online learning has grown rapidly through the use of computer-mediated communication (CMC). Part IV was a technology use survey This self-report survey asked participants to identify their level of skill on a scale ranging from one (low) to four (high) for a range of tasks including basic computer operation, file management, file transfer, email use, web browser operation, Internet use, computer conferencing, and information searching. This survey was adapted from Harvell’s (2000) ‘Background and Experience of Developers’ questionnaire, which was adapted from the Bellingham Public Schools’ (1999) Staff Use of Technology: 1999–2000 Self-Evaluation Rubric

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Conclusion