The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication

Abstract

Computer-mediated communication (CMC) has been used widely to engage learners in academic discourse for knowledge construction. Due to the features of the task environment, one of the main problems caused by the medium is information overload (IO). Yet the literature is unclear about the impact of IO on student learning. This study therefore investigated the influence of online students' perceived IO on their participation and knowledge construction in terms of cognitive and metacognitive processing as observed in online discussions via CMC. Interviews with students and computer conferencing transcripts were analyzed both qualitatively and quantitatively. The results indicated that students' perceived IO might influence their participation and levels of cognitive processing in online discussions. However, the results suggest that IO did not affect every student because some seemed to have learned how to manage IO. The results further suggest the critical role of learners' metacognitive competence regarding internal management of cognitive load.

Antecedents of News Consumers' Perceived Information Overload and News Consumption Pattern in the USA

“…If not dealt properly, information overload can create stress [13] and negatively affect both psychological and physiological health [20]. Since the 1990s, information overload has been viewed as a major issue in various fields including business [21] and management [22], and the seriousness of the issue has been heightened due to the increased use of new communication technologies such as emails [7] and the Internet in general [23].…”

Factors affecting pre-service teachers’ participation in asynchronous discussion: The case of Iran

“…Mann and Talandis (2012) and Chen, Pedersen, and Murphy (2012) reported that perceived overload of information can contribute to some students' low participation. Mason (2011) found that time pressures and lack of motivation were influential in students' participation.…”

Internet and Everyday Life: The Perceived Implications of Internet Use on Memory and Ability to Concentrate

“…6 However, lately, the presence of Internet, along with other new information technologies, appears more and more influential in the daily life beyond the questions of access or sociability. For instance, early findings link the increasing use of information systems at work place, along with the general information overload [7][8][9] with generally tiring brain. [10][11][12] Such activity has then been argued to contribute toward decreasing working memory and ability to concentrate already at a relatively early age.…”