Information Overload in Technology-based Education: a Meta- Analysis

摘要

Educational technology has transformed learning by facilitating collaboration with peers and teachers, enabling quick access to a wide range of information resources and the ability to create new information content. However, the ubiquitous nature and ease of use of technology leads to a plethora of recorded information. Processing this varied and often redundant information has overloaded students, which is detrimental to learning. The purpose of this paper is to review the literature related to the problem of information overload in the online educational domain, including causes, available solutions and its influence on knowledge construction. The results show that until recently the research focus has been on cognitive technological solutions rather than collaborative learning. New themes such as collaborative approaches for managing information overload and its implications on knowledge construction are emerging.