This investigation compares and analyses the experiences and subjective cognitive workload of students undertaking a lesson on an aspect of micro-level writing skills in a web-based and paperbased version. Both versions of the lesson were based on the principles of interactive learning, specifically on a modified version of Chou’s (2003) model. The analysis is based on two quantitative and qualitative questionnaires and subjective cognitive workload is examined using the NASATLX. Analysis showed that while students were positive about the lesson in both modes, they experienced a higher subjective cognitive workload with the web-based lesson. The paper speculates that this difference may be accounted for by different approaches to providing feedback to students, and suggests that this factor be tested by future research.
Recommended CitationEmerson, L. and MacKay, B., Subjective Cognitive Workload, Interactivity and Feedback in a Web-based Writing Program, Journal of University Teaching & Learning Practice, 3(1), 2006.