Towards the use of cognitive load theory as a diagnostic tool in online learning

Abstract

This paper examines cognitive load theory in online learning. The central idea of the paper is that by identifying instances of cognitive load in online courses, educators can make practical adjustments in the design and teaching of courses in order to minimise the cognitive load experienced by learners and thereby increase the likelihood of successful cognitive processing. The presentation brings together current thinking in cognitive load theory and descriptions of key aspects of contemporary online learning to identify and describe of potential instances of cognitive load experienced by online learners.