Assignment: Methodological Principles

Assignment: Methodological Principles

Assignment: Methodological Principles

Strategies and Techniques

Socially responsible strategies and techniques that could be used to improve upon human cognitive processes specific to the education setting include using a one-in-all computer integrated program to deliver lectures. Baloian et al. (2008) explained that the distraction and focus of attention problems that arise while using computer technology with off-the-shelf software for supporting different learning activities can be remedied with the use of an integrated approach with a particular implementation of Computer integrated Classrooms (CiC) (p. 192).

This implemented system attempts to reduce the number of interactions needed to switch from one learning activity to another as well as to reduce the cognitive load for both teachers and students (Baloian et al., 2008, p. 192). And, by using this specific approach when designing e-learning programs and lecture material, instructors can positively impact students’ attention on coursework and maximize efficiency in the process.

Implications

The implications for using this strategy and technique include instructors going through a brief training period to make sure new, lengthy transitional periods do not arise. Also, instructors may favor the old system of using off-the-shelf programs to deliver lectures, and may exude resistance to classroom changes. Another potential issue is the costs involved with using premium software to deliver a seamless lecture. Will education institutions be able to afford this strategy across their entire learning system? If not, CiCs may be restricted to only honor and advanced placement classes.

This creates, or more so furthers, the implication that exclusivity has on learning environments. That is, some students may not receive the same quality education as other students per the differences in classroom resources and materials. In this instance, both students and instructors may be impacted, and as a result, experience anxiety and low levels of efficiency in cognitive processing. Yet, if instructors were to get on board with this approach, the changes in students’ abilities to stay focused and pay attention during lectures will likely increase and positively impact their retention of course materials.

Conclusion

In summary, the potential future direction of the education setting is headed to the automatic inclusion of computer supported classrooms for all grade levels. And, based on ongoing research and the proposed solutions stated herein, these classrooms will benefit from using CiC designs that limit transitional periods and course distractions. This will encourage students to maintain their attention on valuable lecture material while also reducing the amount of anxiety they experience as a result of instructors navigating through different learning programs.

Also, the proposed solutions and improvements, and any follow-up research may prove interesting to other applied settings like technology, mental health, and law, because they can inform them of how learning on all levels can be enhanced through the manipulation of attention and anxiety on attentional control. This can help these settings formulate e-learning programs that will be conducive in teaching employees new material in the most efficient way possible. Also, future research on the matter can be done to inform the education setting on how technology affects students in traditional face-to-face classrooms as well as how computer-based learning methods can be beneficial to students with learning disabilities.

References

Baloian, N., Pino, J. A., & Hoppe, H. U. (2008). Dealing with the students’ attention problem in computer supported face-to-face lecturing. Educational Technology & Society, 11(2), 192-205.

Chen, H. (2012). Assessment of Learners’ Attention to E-Learning by Monitoring Facial Expressions for Computer Network Courses. Journal of Educational Computing Research, 47(4), 371-385.

Cody, T. (2013). Cognitive Load Theory – Sometimes less is more. Journal on School Educational Technology, 9(1), 61-68. http://files.eric.ed.gov/fulltext/EJ1098320.pdf

Cognitive Load Theory. (n.d.). Retrieved from https://www.mindtools.com/pages/article/cognitive-load-theory.htm

Englert, C., & Bertrams, A. (2015). Integrating attentional control theory and the strength model of self-control. Frontiers in Psychology, 6, 824. http://doi.org/10.3389/fpsyg.2015.00824

Lavie, N. & Dalton, P. (2013). Load theory of attention and cognitive control. In S. Kastner & A. C. Nobre A. (Eds.). Handbook of Attention. Oxford University Press.

Treisman, A. M. (1969). Strategies and models of selective attention. Psychological Review, 76(3), 282-299. doi:10.1037/h0027242