Jamie Costley
Biographic Data
| ID | 4609328 |
|---|---|
| NAME | Jamie Costley |
| GIVEN NAMES | Jamie |
| FAMILY NAME | Costley |
| SIGNATURE | COSTLEY J |
| AFFILIATIONS | United Arab Emirates University |
| ORCID | 0000-0002-1685-3863 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Cognitive engagement and video watching behaviours in learner-controlled environments: A cognitive load perspective
Research on video-based learning often relies on behavioural indicators to infer engagement, yet it remains unclear whether these behaviours reflect meaningful cognitive engagement or mere activity. To address this gap the present study analysed relationships between time-on-video, click frequency, playback speed manipulation, and learners’ intrinsic, extraneous, and germane cognitive load in a learner-controlled video environment (N = 96). Time-…
Behavior patterns characterize students' choices and relate to cognitive load and performance in learner-controlled environments
Asynchronous online learning environments offer flexibility for students to navigate learning at their own pace, resulting in diverse behavioral patterns that can significantly impact cognitive load and academic performance. However, limited research has explored how learner-controlled environments shape these patterns and their relationship to learning outcomes and levels of cognitive load. This study investigates behavioral patterns in an onlin…
Balancing autonomy and efficiency: How learner control shapes cognitive load and online learning outcomes
This study examines the tradeoff between learner autonomy and efficiency in optimizing online instructional design. While learner control is known to enhance personalization and engagement, it may also increase cognitive demands and learning time, potentially compromising efficiency. To investigate this issue, we conducted an experimental study comparing low and high levels of learner control across key dimensions: pace, place, content, and seque…
How composition strategies influence melodic idea generation
Previous research has shown that classroom activities in music composition, involve the use of composition strategies during the creative process. This implies that teaching composition strategies may be beneficial to improve compositions in regards to their craftsmanship and their originality. Practical guides on composing for experienced musicians suggest using composition strategies as a way to create variety and novelty. This study aimed to i…
How adding structure reduces complexity: More interconnections in concept maps do not increase cognitive load
Computer-mediated collaborative writing and individual scientific writing proficiency
Collaborative writing is a common practice in EFL classrooms and widely considered a beneficial instructional approach. However, there is a lack of research investigating whether collaborative writing affects students' subsequent individual writing proficiency. The present study investigates the effects of online collaborative writing on the individual writing performance of postgraduate students (n = 591) enrolled in a scientific writing course …
The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments
Learner control allows for greater autonomy and is supposed to benefit learning motivation, but it might be more advantageous for students with specific learner characteristics. The current study looks into the relationships between self-regulated learning, cognitive load, and performance within learner-controlled environments. The research was conducted in an asynchronous online setting, allowing for learner control. Cognitive load and self-regu…
Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm
The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the completeness or comprehensiveness of the notes is viewed as a measure of storage. The following collaborat…
The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance
Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts with the number of implemented comments and su…
Problem-solving support and instructional sequence: Impact on cognitive load and student performance
The relationship between instructional scaffolding strategies and maintained situational interest
Although widely used, video lectures may have negative effects on maintaining student interest. When content is presented in video lectures, information processing issues can contribute to a decrease in interest and engagement. One solution is to scaffold instruction so that information is processed efficiently, and interest is maintained. While extant research examines two known scaffolding strategies (strategic and conceptual) in isolation, the…
The mediating effect of sequencing and fading on the relationship between e-learning personalization and germane load
The use of e-learning personalization allows learners to control their learning by choosing which content to process and how to process it. In order to explain the processes that occur when students use e-learning personalization, this study looks at how it interacts with two other variables: sequencing and fading, a scaffolding technique where element interactivity is increased while instructional support is decreased as learners gain knowledge …
How collaboration influences the effect of note-taking on writing performance and recall of contents
Note-taking is a commonly applied pedagogical strategy across all areas of education. In higher education specifically, there has been an increasing push to get students involved in collaborative note-taking in order to increase their engagement with the contents and to inspire deeper and more meaningful learning. However, there is a lack of clarity as to whether collaborative note-taking positively influences student performance. For this reason…
Online collaborative note-taking and discussion forums in flipped learning environments
As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate stud…
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing
There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior…
Collaborative note-taking affects cognitive load: The interplay of completeness and interaction
Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two g…
Student Perceptions of Academic Dishonesty at a Cyber-University in South Korea
No prominent works on this page.
Student Perceptions of Academic Dishonesty at a Cyber-University in South Korea
Collaborative note-taking affects cognitive load: The interplay of completeness and interaction
Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two g…
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing
There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior…
The relationship between instructional scaffolding strategies and maintained situational interest
Although widely used, video lectures may have negative effects on maintaining student interest. When content is presented in video lectures, information processing issues can contribute to a decrease in interest and engagement. One solution is to scaffold instruction so that information is processed efficiently, and interest is maintained. While extant research examines two known scaffolding strategies (strategic and conceptual) in isolation, the…
The mediating effect of sequencing and fading on the relationship between e-learning personalization and germane load
The use of e-learning personalization allows learners to control their learning by choosing which content to process and how to process it. In order to explain the processes that occur when students use e-learning personalization, this study looks at how it interacts with two other variables: sequencing and fading, a scaffolding technique where element interactivity is increased while instructional support is decreased as learners gain knowledge …
How collaboration influences the effect of note-taking on writing performance and recall of contents
Note-taking is a commonly applied pedagogical strategy across all areas of education. In higher education specifically, there has been an increasing push to get students involved in collaborative note-taking in order to increase their engagement with the contents and to inspire deeper and more meaningful learning. However, there is a lack of clarity as to whether collaborative note-taking positively influences student performance. For this reason…
Online collaborative note-taking and discussion forums in flipped learning environments
As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate stud…
The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments
Learner control allows for greater autonomy and is supposed to benefit learning motivation, but it might be more advantageous for students with specific learner characteristics. The current study looks into the relationships between self-regulated learning, cognitive load, and performance within learner-controlled environments. The research was conducted in an asynchronous online setting, allowing for learner control. Cognitive load and self-regu…
Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm
The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the completeness or comprehensiveness of the notes is viewed as a measure of storage. The following collaborat…
The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance
Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts with the number of implemented comments and su…
Problem-solving support and instructional sequence: Impact on cognitive load and student performance
How adding structure reduces complexity: More interconnections in concept maps do not increase cognitive load
Computer-mediated collaborative writing and individual scientific writing proficiency
Collaborative writing is a common practice in EFL classrooms and widely considered a beneficial instructional approach. However, there is a lack of research investigating whether collaborative writing affects students' subsequent individual writing proficiency. The present study investigates the effects of online collaborative writing on the individual writing performance of postgraduate students (n = 591) enrolled in a scientific writing course …
Cognitive engagement and video watching behaviours in learner-controlled environments: A cognitive load perspective
Research on video-based learning often relies on behavioural indicators to infer engagement, yet it remains unclear whether these behaviours reflect meaningful cognitive engagement or mere activity. To address this gap the present study analysed relationships between time-on-video, click frequency, playback speed manipulation, and learners’ intrinsic, extraneous, and germane cognitive load in a learner-controlled video environment (N = 96). Time-…
Behavior patterns characterize students' choices and relate to cognitive load and performance in learner-controlled environments
Asynchronous online learning environments offer flexibility for students to navigate learning at their own pace, resulting in diverse behavioral patterns that can significantly impact cognitive load and academic performance. However, limited research has explored how learner-controlled environments shape these patterns and their relationship to learning outcomes and levels of cognitive load. This study investigates behavioral patterns in an onlin…
Balancing autonomy and efficiency: How learner control shapes cognitive load and online learning outcomes
This study examines the tradeoff between learner autonomy and efficiency in optimizing online instructional design. While learner control is known to enhance personalization and engagement, it may also increase cognitive demands and learning time, potentially compromising efficiency. To investigate this issue, we conducted an experimental study comparing low and high levels of learner control across key dimensions: pace, place, content, and seque…
How composition strategies influence melodic idea generation
Previous research has shown that classroom activities in music composition, involve the use of composition strategies during the creative process. This implies that teaching composition strategies may be beneficial to improve compositions in regards to their craftsmanship and their originality. Practical guides on composing for experienced musicians suggest using composition strategies as a way to create variety and novelty. This study aimed to i…
Psychology (16 works) · Computer Science (15 works) · Mathematics education (13 works) · Visual and Cognitive Learning Processes (13 works) · Innovative Teaching and Learning Methods (11 works) · Cognition (8 works) · Cognitive Load (8 works) · Cognitive psychology (7 works) · Online and Blended Learning (6 works) · Artificial Intelligence (5 works)