Running head: ONLINE MATHEMATICS COURSES

Characteristics of Successful
Blended Mathematics Courses: A Cognitive Perspective
Mark Livengood
09/28/14
Liberty University

Abstract:
Several scholarly articles have been written over the course of the past two decades to
explore the impact of Cognitive Load Theory (CLT) on E-Learning. This paper seeks to analyze
the specific characteristics of blended mathematics courses to identify the current trends of
instructors to address the issues of redundancy, transiency, split-attention, advanced prior
knowledge, and little to no previous knowledge. These issues, identified and expounded upon by
cognitive load theorists, must be addressed for successful learning to take place in the online
mathematics classroom. Although the issues have been clearly defined, strategies for addressing
the issues have not been documented and analyzed for successful learning outcomes from a
qualitative approach at the local high school level.
Keywords: Cognitive load, redundancy, split-attention, multimedia learning, blended learning

ONLINE MATHEMATICS COURSES

Blended Learning
According to Welker and Berardino, Blended learning is any combined use of electronic
learning tools that supplement, but do not replace face-to-face learning (Welker and Berardino,
2005). Blended learning has been embraced and modified in secondary school classrooms across
the nation since the development of the internet. Common forms of blended instruction for
mathematics classes include the use of screen capture technology to record video lessons, blogs,
discussion boards, and websites designed to offer online practice.
The trend of providing blended instruction in high schools has catalyst many seasoned
teachers, used to teaching by traditional methods, to adapt to and adopt the latest technology.
School districts across the country have made evidence of blended learning a criterion for teacher
evaluations. Teachers providing online instruction may have mixed motives, mixed levels of
training, and therefore mixed levels of success implementing technology and electronic learning
in their classrooms. Researchers tend to agree that blended instruction and blended learning have
had positive effects on the successful completion of courses, especially at the college level. Yet,
teachers should consider the effects of cognitive load on the retention and integration of
knowledge in learners at the secondary level.
Cognitive Load Theory
Cognitive Load Theory, as presented by John Sweller, contends that during the learning
process, each learner has a window of opportunity to maximize learning that is based on a
number of factors. These factors include redundancy, transiency, split-attention, inadequate prior
knowledge, and advanced prior knowledge. The instructors ability to minimize the negative
effects of the factors and maximize potentially positive effects helps determine the level of
learning that can be achieved.

ONLINE MATHEMATICS COURSES

The relevant information which must be processed in order for the learner to successfully
retain knowledge is referred to as intrinsic cognitive load. The instructor has little control over
the intrinsic cognitive load because it is determined by the content itself and the learners level of
previous knowledge. Since little can be done to decrease intrinsic cognitive load, the instructor
must focus their attention on germane and extraneous cognitive load.
Germane cognitive load is defined by the brain power spent processing
information. The germane cognitive load may differ from learner to learner as different students
require different amounts of time to process the same information. Germane cognitive load can
be manipulated by the instructor by making changes to scope and sequence as well as pacing.
The instructor may also decrease the level of germane cognitive load if they are able to connect
the lesson to prior knowledge.
The cognitive load that is controlled by the way the instructor designs the lesson is
referred to as extraneous cognitive load. Extraneous cognitive load must be minimized so that
the learner can focus on the information presented in the lesson itself. Students who are
experiencing too much extraneous cognitive load tend to be distracted from the content of the
lesson and spend unnecessary energy processing irrelevant information. When significant
amounts of energy are spent on processing distractors, less energy is available to process and
retain relevant information.
Redundancy
In online multimedia presentations redundancy occurs when the same information is
presented simultaneously as animation, narration, and text. The effect of redundancy on the
learner can vary depending on the type of redundancy experienced. According to Mayer and
Moreno, verbal redundancy-listening while reading the words on the screen- is beneficial to the

ONLINE MATHEMATICS COURSES

learner if animation is not present. However, if animation occurs simultaneously with narration
and text the effect is negative (Mayer and Moreno, 2003).
Redundancy is an important factor that the mathematics instructor must consider when
producing online video lessons. Since, most instructors use screen-capturing software to produce
online math lessons, animation is almost always a predominant feature. In order to prevent
redundancy, the instructor should avoid using subtitles when possible. Closed captioning should
be optional for students with hearing disabilities, but it should be avoided for students who do
not have such disabilities.
Transiency
In cognitive load theory the transient effect refers to the cognitive load required of the
learner to process information that is presented in a given form for a long period of time. In
mathematics, a lengthy verbal description with no visual representation may increase the
cognitive load. Likewise, long in-text explanations with no animated or auditory support may
also increase cognitive load.
The high school mathematics teacher must consider the amount of time dedicated to
animation, speech, and text when creating multimedia presentations. Creating a larger quantity of
shorter videos may be an effective way to lessen the effect of transiency in the blended
mathematics classroom. Shorter videos would allow the instructor to chunk information into
smaller more understandable pieces giving the learner more time to process. By creating shorter
videos and condensing in-text presentations, the instructor would allow the learner to self-pace.
Split-Attention
The split-attention effect occurs when information is presented in a way that requires the
learner to focus in more than one place in a short period of time. When the learner is forced to
reference information in multiple places at once they are less likely to make desired connections.

ONLINE MATHEMATICS COURSES

Splitting the learners attention between in-text information and graphical or pictorial
representations causes an extraneous cognitive hyper-load that limits the potential retention of
information. Although the split-attention effect can occur in any content area, it occurs most
frequently in mathematics.
The most frequently demonstrated example of split-attention effect in mathematics is a
geometry problem that requires students to use graphic and in-text data to determine the missing
angle of a triangle. Half of the students are given a graphic representation with a completely
separate in-text representation. The other half of the students are given the graphic representation
with the in-text data integrated into the picture. Students who are given the data with the text
integrated into the graphic performed much better than students who were given the data with
two separate representations.
Mathematics teachers desiring to provide blended learning opportunities must consider
the split-attention effect when preparing examples for both video lessons and worksheets. The
split-attention effect may have the greatest impact when new material is being presented, but
struggling students may continue to suffer if split-attention is not addressed throughout all
lessons.
Instructors of mathematics must present data in an integrated manner to avoid cognitive
hyper-load from the split-attention effect. This can be accomplished by assimilating in-text data
into graphical representations in lieu of two separate representations. Teachers may also consider
strategies to help students create their own graphical representations with integrated in-text data
when the data is not assimilated for them. The learner must be prepared with strategies for
handling multiple representations of data in ways that allow them to comprehend both the
question and the process for solving the problem.

ONLINE MATHEMATICS COURSES

Advanced Prior Knowledge

Most teachers would assume that advanced prior knowledge is a good thing. The
assumption is that if a student has been previously exposed to the material, the student will easily
understand the concept the teacher is conveying. Sometimes, however, students who have been
previously exposed to information become bored with the information or assume they do not
need to pay attention because they are already familiar with it. As the old clich suggests,
assuming is not a good thing.
Students who become bored with a concept rarely pay attention and often miss key
components of the lesson necessary for further understanding. Students who assume they already
know enough make the same mistake. Another possible pitfall is that the teacher may assume the
students know enough and therefore, fail to fill in learning gaps. In any case, advanced prior
knowledge can have a negative effect on cognitive load.
When designing electronic material for the mathematics classroom, the high school math
instructor should consider creating pretests to see what information the learner knows and which
information the learner needs to review in order to successfully process new information from
the lesson. The instructor may also embed small quizzes within a lesson to ensure that the learner
has mastered the desired material for any given condensed section of the video lesson. Giving
students the opportunity to skip unnecessary sections of a video lesson allows the learner to selfpace and stay engaged in the vital portions of the lesson.
Inadequate Prior Knowledge
A lack of adequate prior knowledge may be just as detrimental as advanced prior
knowledge. When students are not familiar with language and concepts necessary to make
connections in a new lesson, they will likely disengage from the lesson and fail to retain the
information long term. According to (

), the average person is only capable of

ONLINE MATHEMATICS COURSES

accessing seven items from short term memory. Information is considered to be stored in short
term memory if it has not yet been processed and retained in the long term memory. When too
much new information is introduced (information which has not been committed to long term
memory) the learner is not able to comprehend the desired information, process it, and retain it as
knowledge.

Current Trends

Conclusion

Welker, J., & Berardino, L. (2005). BLENDED LEARNING: UNDERSTANDING THE

MIDDLE GROUND BETWEEN TRADITIONAL CLASSROOM AND FULLY
ONLINE INSTRUCTION. Journal Of Educational Technology Systems, 34(1), 33-55.