The effect of analogies positioning differently on cognitive load perception, academic success and persistency in online-learning process

The purpose of this study is to determine the effect of the analogies positioning differently in online-learning environments on cognitive load perceptions, academic success and persistency of students. Factorial design is used in the study. The team of the study is consisting of 93 individuals who have chosen Data Communication in Networks-1 lesson at Department of Computer Science in Ankara University Elmadağ Vocational High School in 2011-2012 Spring term. 4 different online-learning environments have been provided to students who are assigned to these environments randomly. Afterwards, students completed testing process of the study in company with the instructor at assigned online-learning environments in 6 weeks. Online-learning environment, that is independent variable in the study, is arranged as 4 different types. Differences among dimensions of online-learning environments are designed by using analogies that are positioned differently in students' environment. Analogies that are used in first experimental group students' online-learning environment (Environment-1), are "pre-organizer". Analogies that are used in second experimental group students' online-learning environment (Environment-2) are "embedded activator". Analogies that are used in third experimental group students' online-learning environment (Environment-3) are "the last synthesizer". No analogy is used in the last experimental group students' online-learning environment (Environment-4). The dependent variables of the study are cognitive load perceptions, academic success and persistency of students. It is found that cognitive load perceptions of the students in Environment-2 are more than in Environment-1 and 3, cognitive load perceptions of the students in Environment-3 are also more than in Environment-1. Academic success grades of the students in Environment-1, 2 and 3 indicate an increase with respect to Environment-4 but any significant difference cannot be found among themselves. Persistency grades of the students in Environment-1, 2 and 3 also indicate an increase with respect to Environment-4 but any significant difference cannot be found among themselves.