How system functionality improves the effectiveness of collaborative learning

• Published in: Interactive learning environments Vol. 30; no. 6; pp. 971 - 983
• Main Author: Costley, Jamie
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.07.2022; Taylor & Francis Ltd
• Subjects: Cognition; Cognitive load; Cognitive Processes; Collaboration; Collaborative learning; College Students; Colleges & universities; Cooperative Learning; Design; Difficulty Level; Distance learning; Educational Environment; Educational Technology; Electronic Learning; Foreign Countries; germane cognitive load; Instructional Effectiveness; interaction; Korea; On-line systems; Online instruction; Online Systems; Student Attitudes; Students; system functionality; South Korea
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2019.1703009

The purpose of this study was to build on the existing research into the relationships between collaboration and germane cognitive load in online learning environments. Where this study differs is the examination into the importance of the system functionality of online environments and its relationship to germane cognitive load and collaboration. The research was performed using surveys of students who were studying at the Open Cyber University of Korea. The study found that the relationship between collaborative interaction and germane load was stronger when system functionality is high. It also supported existing evidence that well-designed online systems with high functionality benefit learners, as students who are in classes with higher quality systems report higher levels of germane cognitive load. This leads to the importance of improving both pedagogy and technology in online learning environments.