Assessing the Cognitive Load of Faculty Members in Online Exam Marking at the Virtual University of Pakistan

Abstract

This study aimed to check the investigates the cognitive load experienced by faculty members during online exam marking at the Virtual University of Pakistan. The current research followed Cognitive Load Theory (CLT) as a guiding framework. Sequential explanatory mixed-method design was employed in current research. Structured questionnaire measuring intrinsic, extraneous and Germane burden was used to collect data for quantitative phase from 47 faculty members. Semi-structured interviews were used to gather data from 15 experienced faculty members for qualitative phase. The quantitative data were analyzed by descriptive and inferential statistics and thematic analysis were used for qualitative data analysis. The results of the current study showed that over 70% of respondents observed considerable cognitive and organizational loads during online grading of exam because while examining critical or long responses required more attention and efforts in reporting. The other reasons behind strain and exhaustion was bound to answer keys, organizational workload, time pressure and fixed time limit. While well-structured responses created satisfaction among faculty. It was concluded that online marking burdens of exam is multi-dimensional including technological, mental and temporal elements. It was recommended that to increase the competence and accurateness of faculty in online assessment may be increased by use of AI-assisted marking tools, less rigid grading schedules, good digital interfaces, conducting training workshops and managing workload.