Abstract
Learners struggle to keep up with the cognitive demands of online learning. Terms referring to the drain of learners' cognitive resources such as “Zoom fatigue” have been around for a while. The instructional design of online courses must consider cognitive factors more than ever. The cognitive load theory (CLT) has major underpinnings for designing online courses. The CLT seeks to optimize the learning process by considering the demands of the learning tasks (intrinsic cognitive load), design of the learning material (extrinsic cognitive load), and activation of learners' cognitive resources (germane cognitive load). Several principles have been proposed to manage each cognitive load type. This chapter will begin by outlining the CLT. Then, well-defined cognitive load effects will be introduced, along with evidence from the field. Next, new frontiers of the theory will be presented. Finally, implications of the cognitive load effects for online learning practices will be discussed.
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