How sequencing content and fading instructional support reduce extraneous processing

ABSTRACT

Both sequencing content and fading instructional support are scaffolding techniques designed to make it easier for learners to process information. While sequencing content separates problems into manageable parts before problem-solving, fading of instruction gradually reduces instructional support before problem-solving. Although cognitive load research generally supports the notion that both of these techniques minimise extraneous processing, some research shows that they contribute to an increase in cognitive load under certain circumstances. This study seeks to bridge the gap in the research by examining the relationships that both techniques have with extraneous cognitive load. The results obtained through survey analysis of university students taking online courses show that sequencing content and fading instruction over the course of a semester had a negative relationship with extraneous load. These results are explained against the backdrop of conflicting research, and recommendations are presented to reduce extraneous processing within the learning environment.

KEYWORDS:

• Cognitive load
• extraneous load
• fading
• sequencing
• instructional design

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christopher Lange

Christopher Lange has published papers on informal group work, e-learning instructional design, and the effects of learning strategies within online environments. His research is focused on investigating ways of improving online instruction, design, and delivery to better address the needs of e-learning students.

Jamie Costley

Jamie Costley is an assistant professor in the Center for Sociology of Higher Education, Institute of Education at the Moscow Higher School of Economics. He is interested in a variety of topics related to how to improve learning in online environments, specifically in the areas of collaborative learning, cognitive load, and instructional design.