Text Representation and Cognitive Processes: How the Mind Makes Meaning in e-Learning

Abstract

Since e-learning relies still relies heavily on text-based learning, it is very helpful to have a basic idea of how the mind makes meaning from discourse.  The objective of this study is to better understand how the various forms of textual representation operate in the e-learning environment and how to use the knowledge to design more effective instructional materials, activities, and assessments.  The study found that surface code, textbase, situated text trigger different cognitive processes for generating meaning, which indicates that instructional designers and e-learning designers should select strategies that will enhance the processes. The study also found that textbase and surface textual patterns are forgotten most rapidly, while information contained within a narrative and situated by means of story to experience is forgotten slowly; in other words, retained.