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Closing the Gap in Academic Writing Using the Cognitive Load Theory Literacy Information and Computer Education Journal (LICEJ), Volume 9, Issue 1, March 2018 Closing the Gap in Academic Writing Using the Cognitive Load Theory Imani Akin1, Matasha MurrellJones2 1American College of Education, USA 2Herzing University, USA Abstract Explicit instruction for writing is not common and developing the written assignment is the focus of within higher education. Student struggles in study. The space between the idea and the written developing high-quality academic written work language is ideal for leveraging processes to lead to occur within the cognitive process and in using high-quality academic writing. Explicit teaching scholarly resources. The qualitative study examined which connects the thinking and writing is not a existing practices used in supporting student writing common process within higher education [22] in higher education with the purpose of identifying new instructional practices to bridge the gap 3. Purpose of the Study between thinking and writing. The theoretical framework included the cognitive load theory to An objective of the research was to examine examine student needs in terms of short term and existing practices as it relates to understanding long-term cognitive loads. Data was collected from theory and application in academic writing and faculty staff and administration of higher education identify best practices for developing academic skills institutions. The significance of the research in to bridge the gap between theory and application in higher education includes the development of higher education. A qualitative study is appropriate collective strategies to support the academic writing for conducting the research to examine practices to needs of students and recognition of the role of determine how students’ approach to writing and cognition in student writing challenges. Research to synthesis of course content varies based on cognitive further address thinking and writing and the gap in approaches and the use of different resources. literature is needed. Previous studies indicate prior knowledge can be the key to student experiences in higher education [16]. 1. Introduction The cognitive load theory addresses short and long- term memory in processing new learning and aids in A lack of synthesis of theory and application in grounding the research. academic writing exist. The deficient directly impacts the quality of academic writing in Higher 4. Review of the Literature Education. Students in Higher Education often struggle to create high-quality academic writing. The review of literature includes research on Multiple factors contribute to the gap between theory cognitive learning theory with the purpose of and application. A gap among the thinking, doing analyzing the cognitive process in preparative for and seeing exists along with the selection of sources comprehending the writing process. Research to support the writing process. Gaining clarity in the includes studies of student writing issues. Barriers to thinking and doing can lead to improvement [10]. writing were reviewed. Pedagogical strategies for Students may rely on non- scholarly resources as developing curriculum for writing are explored. opposed to the many facets of scholarly resources Instruction and learning strategies were addressed available in College and University libraries. The along with methods to encourage bridging the gap in guiding question for the research was: What understanding and application of writing strategies. instructional practices will connect student thinking and writing in Higher Education? 4.1. Elements of the Gap in Literature 2. Bridging the Gap in Writing Acknowledging a widening diversity of writing experiences contribute to a widening gap in skill Students struggle to produce work demonstrating level. Research indicates the gap in student writing critical thinking and analysis which aligns with included knowledge of proper electronic references, course concepts and materials [11]. The abstract idea planning, evidence, logic and fluency when is invisible as the student attempts to apply concepts developing paper assignments [1]. Barriers to writing and to demonstrate understanding of content. included lack of time and lack of confidence, and Bridging the gap between the intellectual processes comprehending academic texts or journals [12]. Copyright © 2018, Infonomics Society 2833 Literacy Information and Computer Education Journal (LICEJ), Volume 9, Issue 1, March 2018 Another gap acknowledged prior to the research is problems by practicing on problem solving [21]. the gap between thought and text. Acknowledgement Students are able to practice problem solving skills of this space lead to ideas, resources, and tools to in order to hone the skills needed to examine bridge this gap. As review of the literature reveals problems and solve them effectively. As students consideration of theory and instruction, thought to increase problem solving skills, problem solving has the text is not addressed in higher education. been shown as a great learning tool when applying Reviewing the research through the lens of the the cognitive load theory [21]. cognitive load theory provides a different approach Intrinsic load describes the load of the learning to developing academic writing skills. materials based on complexity. The interactivity of the information processed assists with the 4.2. Theoretical Framework determination of the load. Intrinsic load is used to process and comprehend material. Necessary The cognitive load theory addresses short and information must be provided to avoid exceeding long-term memory in processing new learning and memory capacity through providing adequate executing tasks may affect student grasping the information [13]. This load is required for learning as logistics of academic writing. The cognition or well as remembering and should be viewed from the thinking involved in writing should be sequential. perspective of the learner. Bridging the gap between theory and application of Extraneous load controls areas which are not can occur through pedagogical strategies. Strategic learning based. For example, the use of memory analysis and use of the cognitive load theory requires capacity for redundant information the brain will an understanding of the levels of the theory. Three seek and reuse. Reducing the extraneous load assists levels of cognitive load include extraneous, intrinsic, with avoiding exceeding the memory capacity for and germane [7]. Presentation of the task addresses redundant information and tasks. Commonly referred the extraneous level. The task difficulty in relation to to as the bad load because the information is not the individual’s expertise connects to the intrinsic directly related to learning [13]. This information level. The student’s present level of concentration from this does not directly impact learning as it does impacts long term memory and explains the germane not contribute to retention of information and level of cognitive load theory. Each level impacts the practices. other to influence the memory. How students think Germane cognitive load addresses the need for about writing is key to the process of writing. a cognitive level for memory consumption. This cognitive level should be increased in order to Table 1. Dimensions of the cognitive theory load augment learning. This is referred to as the good load because the load contributes to schema Cognitive Theory Load – Three levels attainment [13]. The information from the germane Extraneous Presentation of the Instructor cognitive load is transferred to the long-term task Obligation memory. Intrinsic Task difficulty in Instructor- relation to the Student Co- 4.3 Curriculum Changes individual’s expertise Obligation Germane Student’s present Student Consideration of the learning and thinking level of concentration Obligation processes related to the cognitive load theory when developing curriculum can support the integration of Cognitive Load theory assesses the mental effort strategies for bridging the gap for writing. Providing used in the working memory. The emphasis is on multiple steps for developing the writing lightening the load of the learner allowing assignments can support students’ development of information and activities in the classroom directly academic papers. [7] Grangelia, et al, posit assist with student learning. It is suggested to not instruction designed in this manner aids in reducing overload the memory. Consciously we can only the extraneous load. Consequences for not process a few items at a time for a few seconds [16]. identifying and addressing the gaps through It is important to be intentional about what items are theoretical models are repeated courses for the processed over a specified period of time. Additional students and prolonged program completion rates for information offered to students for learning should institutions. Integrating critical thinking into the frame learning directly. Instructors can tap into the presentation of the task, aligned with the student’s prior knowledge of the student prior to adding present level of understanding and cognitive ability additional information. can support the writing process. Retrieving old information and adding to working memory will assist with building on what the students already know [2]. Cognitive Load theory began with the notion of students learning to solve Copyright © 2018, Infonomics Society 2834 Literacy Information and Computer Education Journal (LICEJ), Volume 9, Issue
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