The relationship between online learning readiness and cognitive load in college students.

Abstract

This study examines the readiness of students to learn online and how this readiness is affected by the cognitive load to establish the willingness of students to undertake online learning activities and the load exerted by this environment. In this study, a correlational design was used and the participants included 200 students who completed standardized scales on their readiness to learn online and their perceived cognitive load. A negative correlation was found between preparation and perceived cognitive load, meaning that students who are well prepared for online courses experience low cognitive load. These results support efforts to improve student preparation for online learning, resulting in better cognitive functioning and avoiding overload. Potential implications for teachers and school leaders are highlighted and suggestions are made regarding online learning.