Ever wonder way it is more difficult to remember long strings of information? For over 50 years, studies have suggested that our ability to accurately recall information is capped at about seven numbers or items (Miller, 1956). If we break up the information in little packets, or chunks, we are better capable of remembering greater amounts of information (Simon, 1974). Thus remembering a number such as 5138675309 is much easier when broken into chunks, e.g. 513-867-5309. More current research suggest that our limits with difficult topics, such as college learning, may be closer to four chunks of information (Cohen, 2010). Naturally, the introduction of electronic media and distractions decrease this more.
When developing courses it is best to organize information to allow learners to easily access it in a way that enables them to recall it better. Key is organizing information in packets that are simple to recall and that allow the learner to easily access these packets. To assist this, short overviews, or Modules at a Glance”, can effectively act as a roadmap to reinforce their learning experience. Essentially, in accordance with Cognitive Load Theory, difficult (course) content should be refrain excessive information (Sweller, 1988). Keeping the number of modules between four and seven will assist online students in understanding the content.
The take home: It is best to design course content into four to seven modules or sections.
References
Cohen, N. (2010) “The magical mystery four: how is working memory capacity limited, and why?” Current Directions in Psychological Science. February 2010 vol. 19 no. 1 51-57.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2864034/
Miller, G (1956) The magical number seven, plus or minus two: some limits on our capacity for processing information”. The Psychological Review, 1956, vol. 63, pp. 81-97.http://www.musanim.com/miller1956/
Simon, H (1974) “How big is a chunk?” Science, Feb. 183:4124, 482-488. http://science.sciencemag.org/content/183/4124/482
Sweller, J (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (2): 257–285.
Miller, G (1956) The magical number seven, plus or minus two: some limits on our capacity for processing information”. The Psychological Review, 1956, vol. 63, pp. 81-97.http://www.musanim.com/miller1956/
Simon, H (1974) “How big is a chunk?” Science, Feb. 183:4124, 482-488. http://science.sciencemag.org/content/183/4124/482
Sweller, J (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (2): 257–285.
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