The Influence of Perceived Information Overload on Student Participation and Knowledge Construction in Computer-Mediated Communication

Autor/inn/en	Chen, Chun-Ying; Pedersen, Susan; Murphy, Karen L.
Titel	The Influence of Perceived Information Overload on Student Participation and Knowledge Construction in Computer-Mediated Communication
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 40 (2012) 2, S.325-349 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-011-9179-0
Schlagwörter	Academic Discourse; Computer Mediated Communication; Student Participation; Computers; Teleconferencing; Academic Achievement; Metacognition; Interviews; Cognitive Processes; Difficulty Level; Group Discussion + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Digitalrechner; Telekonferenz; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interviewing; Interviewtechnik; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Gruppendiskussion
Abstract	Computer-mediated communication (CMC) has been used widely to engage learners in academic discourse for knowledge construction. Due to the features of the task environment, one of the main problems caused by the medium is information overload (IO). Yet the literature is unclear about the impact of IO on student learning. This study therefore investigated the influence of online students' perceived IO on their participation and knowledge construction in terms of cognitive and metacognitive processing as observed in online discussions via CMC. Interviews with students and computer conferencing transcripts were analyzed both qualitatively and quantitatively. The results indicated that students' perceived IO might influence their participation and levels of cognitive processing in online discussions. However, the results suggest that IO did not affect every student because some seemed to have learned how to manage IO. The results further suggest the critical role of learners' metacognitive competence regarding internal management of cognitive load. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10