The incremental predictive validity of teaching, cognitive and social presence on cognitive load

Publication date: Available online 18 May 2016 Source:The Internet and Higher Education Author(s): Kadir Kozan The purpose of this study was to investigate the predictive validity of teaching, cognitive and social presence from a cognitive load perspective when perceived learning satisfaction was under control. To serve this purpose, this study included hierarchical multiple regression analyses run on data collected in a fully online graduate program. The results indicated that the presences could statistically significantly predict intrinsic, extraneous and germane loads with a small effect size. Individually, cognitive presence turned out to be the best predictor of both germane load and intrinsic load. Likewise, teaching presence was the best predictor of extraneous load. Even though social presence was not a best predictor on its own, it contributed to the presences' prediction of cognitive load as a group. As a result, all these findings pointed to the predictive power of the presences on cognitive load thereby providing evidence for their incremental predictive validity and the importance of perceived learning satisfaction.
Source: The Internet and Higher Education - Category: Information Technology Source Type: research