Lighten the Load: Unpacking Cognitive Load Theory in Online Courses

 

Lighten the Load: Unpacking Cognitive Load Theory in Online Courses

Ever noticed your learners struggling to keep up with online content, despite your carefully prepared materials? As educators, you’re constantly balancing comprehensive content with student learning capacity. The good news? Cognitive load theory offers practical solutions to this common challenge.

What is cognitive load theory?

Developed in the early 1980s by researcher John Sweller, cognitive load theory (CLT) offers a basis for learner-centered instructional design. CLT draws from multiple disciplines, such as evolutionary psychology and human cognition. Think of it as understanding the "mental bandwidth" available to your students when learning complex tasks.

CLT explains the human cognitive process by examining two key memory systems:

• Working memory is our temporary information processor that activates when we receive new information. The amount of information that can be held in working memory at one time is very limited.
• Long term memory stores everything we’ve ever learned. For effective learning to occur, information must successfully transfer from working memory to long term memory. When learners draw on prior knowledge, they're accessing this repository to connect with new concepts.

Why is cognitive load theory important?

When designing your curriculum and instruction, managing the cognitive "load" prevents overwhelming, confusing, or distracting your learners. By applying CLT principles, you're essentially clearing mental pathways for better learning.

Effective application requires thoughtful consideration of how you present information and what you ask learners to do with it. When you reduce unnecessary mental effort (what researchers call extraneous load), you free up learners' cognitive processing abilities and enable learning.

How can you apply CLT principles in your online courses?

Here are some practical strategies to get you started:

Segment and Label Content

Pacing and chunking complex information into manageable portions, aligned with clear learning objectives, empowers learners to be successful from the start.

• Keep recorded video lectures under 10 minutes (less than 5 min is ideal). This matches typical attention spans and processing capacity.
• Create clear, consistent module structures with descriptive headings that direct learner attention to essential information. Think of these as mental signposts guiding your learners through the course.
• Use heading structures on each page to organize and segment content. Heading titles that repeat can use additional visual cues, such as icons, to create a predictable structure for learners to easily navigate information.

Separate the Essential from the Optional

As an expert in your field, you have a wealth of knowledge to share – but sometimes less is more, especially online. Learners can become overwhelmed or distracted by non-essential information (what researchers call the redundancy effect).

Try these approaches:

• Use tabs or accordion features in Canvas to visually separate core content from supplemental resources. This gives learners better control over their information intake.
• Create optional learning opportunities – perhaps a refresher module covering prerequisites for those who need it, or extended activities for more advanced learners who want to dive deeper.

Measure and Respond to Learners’ Cognitive Load

Great teaching requires ongoing assessment and adjustment:

• Begin with brief surveys or reflections to gauge learners' prior knowledge before starting the course or specific course modules.
• Incorporate regular check-ins through polls, discussions, or quick quizzes to identify where learners might be struggling.
• Offer targeted support through office hours or review sessions focused specifically on high-load topics.

Putting It All Together

Remember, applying cognitive load theory isn't about simplifying your content – it's about optimizing how learners interact with it. Even small adjustments to your course design can significantly enhance learning. By being mindful of cognitive load, you're not just teaching content, you're teaching in ways the brain naturally learns. The smallest change could make the biggest difference for your learners!

References

Castro-Alonso, J. C., de Koning, B. B., Fiorella, L., & Paas, F. (2021). Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load. Educational Psychology Review, 33(4), 1379–1407. https://doi.org/10.1007/s10648-021-09606-9

Cidilabs (2025, April). Design Matters Digest: April Edition. https://cidilabs.com/design_matters/design-matters-digest-april-edition

Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3

Sweller, J., van Merrienboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5

Article by Shona Burke, Extension Learning Technologies, sfburke@umn.edu