This investigation compares and analyses the
experiences and subjective cognitive workload of
students undertaking a lesson on an aspect of
micro-level writing skills in a web-based and paperbased
version. Both versions of the lesson were
based on the principles of interactive learning,
specifically on a modified version of Chou’s (2003)
model. The analysis is based on two quantitative
and qualitative questionnaires and subjective
cognitive workload is examined using the NASATLX.
Analysis showed that while students were
positive about the lesson in both modes, they
experienced a higher subjective cognitive workload
with the web-based lesson. The paper speculates
that this difference may be accounted for by
different approaches to providing feedback to
students, and suggests that this factor be tested by
future research.
