Cognitive Load of Distance Learners for Sustainable Development

Abstract

In the present times, cognitive demands arise because of the change in the mode of learning material which possess cognitive load to the distance learners. Interactive learning medium may induce cognitive load to the distance learners and many learners find it difficult to achieve learning gains, thus inhibiting sustainable development. This study attempts to contribute to the study of cognitive load focusing on the online and distance learning based on the basic parameters of cognitive load construct. Keeping in view the existing research, quantitative research method was applied to measure the cognitive load. The sample of the study was composed of the distance learners of the university from three courses at the same level and quantitative research method was used for acquiring precision of results. The data was collected through a questionnaire. The results show that distance learners are facing extraneous load in terms of devices more than that of intrinsic and germane load. This study is significant in the ways that it could provide the insight for the development to attain sustainable cognition by suggesting some techniques that are potentially useful for the management of disparate cognitive load of the distance learners.