網(wǎng)絡(luò)環(huán)境下PBL中減輕認知負荷的策略研究的中期報告

網(wǎng)絡(luò)環(huán)境下PBL中減輕認知負荷的策略研究的中期報告IntroductionPBL(Problem-BasedLearning)isaninstructionalmethodthatpromotesstudents'learningthroughinvestigatingreal-lifeproblemsthatsimulatethecomplexitiesofprofessionalpractice.PBLisusedinvariousfields,includingengineering,medicine,education,andbusiness.Inrecentyears,duetotherapiddevelopmentofe-learningtechnologyandthewidespreaduseoftheInternet,PBLhasbeenwidelyusedinonlineandblendedlearningenvironments.However,thecomplexityofproblemsinvolvedinPBLmaycausecognitiveoverload,especiallyinonlineenvironments,whichcanhinderstudents'learning.Therefore,thisstudyaimstoexplorestrategiestoreducecognitiveloadinPBLinonlineenvironments.BackgroundPBLiswidelyrecognizedasaneffectiveteachingmethodthatpromotesstudents'learninginvariousfields.AccordingtoJonassen(2000),PBLisalearningprocessbasedontheuseofreal-worldproblemsthatrequirehigher-orderthinkingskills,collaborativelearning,andself-directedlearning.ThePBLapproachrequiresstudentstoworkoncomplexproblemsinacollaborativeandinquiry-basedapproach,whichcanenhancetheircriticalthinking,problem-solvingabilities,andteamworkskills.Inaddition,PBLcanprovideacontextforauthenticlearning,wherestudentscanapplytheirknowledgetoreal-worldproblemsanddeveloppracticalskills.However,thecomplexityofPBL'sproblemsmaycausecognitiveoverload,particularlyinonlineenvironments.Cognitiveoverloadreferstothesituationwherelearners'cognitiveresourcesareexceededbythedemandsofthelearningtask.Whenstudentsareoverloadedwithinformation,theymayfinditdifficulttounderstand,memorize,andapplyknowledgeeffectively.InonlinePBLenvironments,studentsmayfacemultiplesourcesofinformation,largeamountsofdata,technicalproblems,andcommunicationissues,whichmaycausecognitiveoverload.Therefore,reducingcognitiveoverloadiscriticaltoimprovingstudents'learningoutcomesinonlinePBLenvironments.ObjectivesThestudyaimstoexplorestrategiestoreducecognitiveoverloadinPBLinonlineenvironments.Theobjectivesofthestudyareasfollow:1.ToreviewtheliteratureoncognitiveloadtheoryandPBL.2.ToinvestigatethetypesofcognitiveloadinonlinePBLenvironments.3.ToidentifystrategiestoreducecognitiveoverloadinonlinePBLenvironments.4.Toimplementandevaluatetheeffectivenessoftheidentifiedstrategiesonstudents'learningoutcomes.MethodologyThestudywillemployamixed-methodsapproachthatcombinesqualitativeandquantitativemethods.Thestudy'ssamplewillconsistofundergraduatestudentswhoarestudyinginablendedlearningenvironment.Thestudywillbeconductedintwophases:Phase1:LiteratureReviewThestudywillconductacomprehensiveliteraturereviewoncognitiveloadtheoryandPBL.Thereviewwillcoverthetypesofcognitiveload,cognitiveloadmeasurementmethods,andstrategiestoreducecognitiveloadinonlinePBLenvironments.Thereviewwillalsoidentifythegapsintheliteratureandresearchquestionsforthestudy.Phase2:DataCollectionandAnalysisThesecondphaseofthestudywillinvolvedatacollectionandanalysis.Thestudywilluseaquasi-experimentaldesigntoimplementandevaluatetheeffectivenessoftheidentifiedstrategiesonstudents'learningoutcomes.Thestudywillfollowthefollowingsteps:1.Pre-test:Thestudywilladministerpre-teststomeasurestudents'priorknowledgeandcognitiveloadlevels.2.Intervention:TheidentifiedstrategieswillbeimplementedintheonlinePBLenvironment.3.Post-test:Thestudywilladministerpost-teststomeasurestudents'learningoutcomesandcognitiveloadlevels.4.DataAnalysis:Thestudywillusedescriptivestatisticsandinferentialstatisticstoanalyzethedata.Thequalitativedatawillbeanalyzedusingthematicanalysis.ConclusionThestudyaimstoexplorestrategiestoreducecognitiveoverloadinPBLinonlineenvironments.ThestudywillcontributetotheexistingliteratureonPBLandcognitiveloadtheorybyidentifyingeffectivestrategiestoreducecognitiveoverloadinonlinePBLenvironmentsande