KOTESOL National Conference 2018
Research Report (20 minutes)
Christopher Lange, Joongbu University
Jamie Costley, Kongju National University
Mik Fanguy, KAIST, Korea
Scaffolding, content complexity, and learning
Abstract
Many EFL classrooms are using some types of online lessons, and many of those lessons contain highly interactive and complex tasks. In these cases, learners are often faced with higher levels of intrinsic load, which represents how difficult learners find a particular piece of contents. High levels of content complexity often lead to lower levels of learning, which in this study is represented by germane load. Scaffolding techniques such as sequencing and fading of the content may help reduce the worst effects of intrinsic load of germane load. This research looked at survey responses from university students (n=2,365) who participated in online classes in South Korea to investigate the relationship between intrinsic load and germane load, and the moderating effect of sequencing and fading had on the relationship between intrinsic load and germane load. Analysis revealed that intrinsic load had a negative relationship with germane load, while sequencing and fading had a positive relationship with germane load. Regression analysis using moderation revealed that as sequencing and fading increased, the negative relationship between intrinsic load and germane load decreased. These results show that fading of instruction in the form of going from more isolated to more complex tasks, and sequencing of instruction in the form of clearly defining chunks of instruction will improve teaching and learning in online environments.
Biographicals
Christopher Lange is an associate professor in the Liberal Arts department at Joongbu University in South Korea. He has published papers on informal group work, e-learning instructional design, and the effects of learning strategies within online environments. His current research is focused on the effects of cognitive load and learner control within e-learning environments. Additionally, he is interested in investigating ways of improving online instruction, design, and delivery to better address the needs of e-learning students. He recently earned a PhD in Education from Kongju National University in South Korea.
Jamie Costley is a visiting professor in the College of Education at Kongju National University in South Korea, where he also earned his PhD in Instructional Design. Dr. Costley has been involved in teaching students in blended learning situations and researching effective online instructional strategies since 2010. His main area of research is the impact of task or learning environment design on student-to-student interaction. Dr. Costley is currently involved in research into improving instruction in online classes in South Korea, and welcomes contact on this topic.
Mik Fanguy is a visiting professor in the English as a Foreign Language Program at the Korea Advanced Institute of Science and Technology (KAIST) in South Korea. His research interests include student lecture behaviors, online video lectures, and online learning.
See the list of Presentations at the KOTESOL 2018 National Conference
