The impact of applied cognitive learning theory on engagement with e-learning courseware

Abstract

Since the emergence of e-learning in the 1990s, the craft of designing and developing online courseware has evolved alongside theoretical advances in the field.  A variety of media combinations have been applied to course pages by e-learning practitioners, making it possible to examine learning concepts emerging from the research in the light of learner responses.  This study explores learner perceptions of engagement following completion of 393 courses developed by a commercial e-learning provider.  Three media combinations are examined.  Each course selected for the sample applies one of the three combinations on the majority of content pages.  Responses from the 22,959 learners who completed post-training surveys are evaluated, with the goal of determining how learner engagement is influenced by the application of two cognitive learning principles -- the multiple representation principle and the split-attention principle.  Both principles are found to have limited impact on narrow audiences of internally motivated learners, but significant impact on engagement with broader audiences of learners who are assigned or required to take the training.  When applied in the field, these two cognitive learning principles dramatically broaden the audience of learners who feel engaged with the learning experience.