"Chunking is grouping pieces of information into meaningful segments. If your content is chunked, it is divided into short segments of passive learning, followed by an opportunity for active learning on those same concepts to reinforce the principle just introduced" (Smith, 2008). In this post I am going to discuss the role of chunking and how it improves content development. (Chunking can be considered a part of the outline process as shown in the graphic above.) Chunking is directly correlated with the cognitive load theory which states that "the information processing system can handle only so much processing at once. If too many stimuli impinge simultaneously, observers will miss many of them because of their limited attentional capacity" (Schunk, 2012). So when we chunk our content into easily digestible segments for students they are more likely to retain information for a longer period of time. By presenting information in smaller chunks you are less likely to overload the short-term memory of the student, which research has shown us, is quickly forgotten. As stated above, with chunking you present a small chunk of information to the student and then allow the student to participate in an activity to reinforce the content just presented, doing this helps to transfer the knowledge from short-term memory to long-term memory, helping the student to retain the information they just learned. Looking at the example below, which example is easier to remember? Why? |
Factors to think about for online learners:
With today's busy schedules the way they are, breaking your content into smaller chunks allows the student to study a piece here and there, instead of feeling overwhelmed in one huge block of time. Most students taking online classes typically have other commitments that consume the majority of their time so trying to block out large chunks of time can be very difficult for them; because of this, chunking is another way to help make them be successful in their endeavors as a student. Since you will be including reinforcement activities with each chunk you allow the student to self-assess along the way, which further encourages their success. They can determine whether or not they are actually grasping what they need to be grasping and if they feel they are not they can decide to stay focused on a specific topic until they feel comfortable with the information. By allowing the student to take control of their learning environment you are promoting positive attitudes and motivation*.
According to Smith (2008), it is best to allow your students the opportunity to stop and resume each segment of content without having to start the segment over. If the student has control over their environment they are more likely to complete the different segments. For example, a student gets interrupted by an important phone call while in the middle of a video lecture, if they can pause the video to take the call they are more likely to pick back up in the lecture where they left off. Whereas, if they didn't have the ability to stop and start the lecture over, you run a higher risk of the student not finishing the lecture at all, which means they miss out on important information. As an instructional designer, chunking helps you to outline your course and assists you as you continue through the rest of the ADDIE models processes.
With today's busy schedules the way they are, breaking your content into smaller chunks allows the student to study a piece here and there, instead of feeling overwhelmed in one huge block of time. Most students taking online classes typically have other commitments that consume the majority of their time so trying to block out large chunks of time can be very difficult for them; because of this, chunking is another way to help make them be successful in their endeavors as a student. Since you will be including reinforcement activities with each chunk you allow the student to self-assess along the way, which further encourages their success. They can determine whether or not they are actually grasping what they need to be grasping and if they feel they are not they can decide to stay focused on a specific topic until they feel comfortable with the information. By allowing the student to take control of their learning environment you are promoting positive attitudes and motivation*.
According to Smith (2008), it is best to allow your students the opportunity to stop and resume each segment of content without having to start the segment over. If the student has control over their environment they are more likely to complete the different segments. For example, a student gets interrupted by an important phone call while in the middle of a video lecture, if they can pause the video to take the call they are more likely to pick back up in the lecture where they left off. Whereas, if they didn't have the ability to stop and start the lecture over, you run a higher risk of the student not finishing the lecture at all, which means they miss out on important information. As an instructional designer, chunking helps you to outline your course and assists you as you continue through the rest of the ADDIE models processes.
*I am a firm believer in motivation being a huge driving force behind whether or not students are successful, as stated in my philosophy of education on my website.
References
Bruning, R.H., Schraw, G.J., & Norby, M.M. (2011). Cognitive Psychology and Instruction, (5th Ed.) Boston: Pearson.
Schunk, D.H. (2012). Learning Theories An Educational Perspective (6th ed). Boston: Pearson.
Smith, R.M., (2008). Conquering the Content: A Step-by-Step Guide to Online Course Design. San Francisco: Jossey-Bass.
Bruning, R.H., Schraw, G.J., & Norby, M.M. (2011). Cognitive Psychology and Instruction, (5th Ed.) Boston: Pearson.
Schunk, D.H. (2012). Learning Theories An Educational Perspective (6th ed). Boston: Pearson.
Smith, R.M., (2008). Conquering the Content: A Step-by-Step Guide to Online Course Design. San Francisco: Jossey-Bass.