On The Measurement Of Cognitive Load In A Flipped Learning Environment
In traditional learning environments, students mostly play the passive role in the classroom. Researches run for enhancing the education show that students at passive roles at class are facing learning problems. They have pointed out the importance of participation of students in-class activities and being responsible for their own learnings for the solution of these problems. Nowadays, correspondingly to scientific and technological developments, the need for ensuring a better education facility for individuals caused the usage of new technology basing computer and internet in education to be unavoidable. This obligation has generated user oriented online education understanding which holds an interactive structure and rich technological opportunities. According to Berret (2012); usage of computer technology and internet in education, enabled students to reach information at interactive conditions by excluding data transfer from classrooms. According to some researchers, online education become evident as an alternative to traditional learning and teaching methods, and as a serious support to said methods for some others. It has been emphasized that innovator models were developed which rotates the student choices from traditional to online education by means of usage of information technologies for education purposes. In flipped learning environment model which is a good example of these models, contrary to the traditional education model, transfer of the information to student is performed by the help of the course videos prepared by the teacher. Internalizing and retrieval of the information which are the primal needs of the student are realized in classroom environment. Because the courses will be taught interactively and applicably in flipped learning environment model, the absorbing of the subject by student will be faster. This model which provides students to realize lower cognitive works such as gathering information and understanding before the lesson and to focus upper cognitive works such as application, analyze, syntheses and evaluation with work groups during courses also accords with Bloom Taxonomy perfectly. Because the courses will be taught interactively and applicably in flip learning environment model, the absorbing of the subject by student will be faster. In this model, an environment will be formed in which the student takes more responsibility and all the students in the classroom will be active. Students can watch the course again and again wherever and whenever they want. If considered with the view of cognitive load, there are studies supporting that personal education guides the working memory in a better way. In cases where cognitive load is more than needed, decrease of the performance will affect the learning process negatively. For this reason control of the cognitive load level in education gains importance. The purpose of this study is to determine the effect of flipped learning environment model on the cognitive load of university students. The research has been run on 1st grade university students. A cognitive load scale consisting of a unique question related to applications given at each weekend applied to students to determine the effect of flipped learning and face-to-face education environments. Repeated Measures ANOVA has been used for repeated measures to find out cognitive loading conditions of students basing on environment. According to findings, it has been observed that students educating at flipped learning environment were cognitively less loaded.
Keywords- Flipped Learning Environment, Cognitive Load, Online Education.