A Microethnographic Examination of Cognitive Load Management in Flipped Classrooms among High School Educators

Cameron Green; Casey Brown; Dana Wright; Jacob Harris

Authors

Cameron Green PhD
Casey Brown Associate Professor
Dana Wright Professor
Jacob Harris Dr. Sc

Keywords:

microethnographic study, cognitive load management, flipped classrooms, secondary education, adaptive teaching techniques, educational outcomes, cognitive overload, pedagogical strategies

Abstract

This study investigates the strategies employed by high school educators to manage cognitive load in flipped classroom environments. Using a microethnographic approach, data were collected through observational studies and semi-structured interviews with twenty educators across diverse socio-economic settings. Results highlight the critical role of adaptive teaching techniques in mitigating cognitive overload, thereby enhancing student engagement and learning outcomes. Recommendations for integrating cognitive load theory into pedagogical practices are provided.

Author Biographies

Cameron Green, PhD

PhD
Harvard University
Cambridge, MA 02138, United States

Casey Brown, Associate Professor

Associate Professor
University of Toronto
27 King's College Cir, Toronto, ON M5S, Canada

Dana Wright, Professor

Professor
University of Melbourne
Parkville, VIC 3010, Australia

Jacob Harris, Dr. Sc

Dr. Sc
University of Oxford
Oxford OX1 2JD, United Kingdom

References

Zeynalova, N. (2018). The training methods for the development of the creativity of High School students. Azerbaijan Journal of Educational Studies, (2), 41-50.