Improving Retention using Chunking 

Research has revealed that the human working memory can hold only limited amounts of new information.  In 1956,  George Miller found that when given a list of unrelated items, the typical adult could recall between 5 and 9 of the items.  Current research supports the idea that about 4 or 5 bits of information.   Garrison, Anderson, and Archer (2001) suggested dividing content into smaller segments, or 'chunks' to increase the chances of absorption.  In e-learning, chunking is an important technique.  Learners are not in a classroom for a prescribed amount of time and face multiple distractions when working on their course.  Providing small chunks of information, reinforced with active learning allows the student to retain more knowledge.  Information in healthcare is expanding rapidly.  Using the process of chunking, is one way that  will help the student retain more of the content presented.   The introduction and transition is important as well.  The introduction 'hooks' the learner and the transition leads the learner on to the next chunk. 

Here is a sample of the chunking process developed for the Transition course. 

Smith, Robin M.. (2008)  "Design with Content in Mind." Conquering the content: a step-by-step guide to online course design. San Francisco: Jossey-Bass, 63-81. Print
Garrison, R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 87-105.